An evidence-based approach to workplace anaesthesia training. Part 2

Susanna Taylor, Liz Armitage-Chan
Saturday, October 2, 2021

Part one of this article considered the value of using educational evidence to teach student veterinary nurses (SVNs), discussed the characteristics of SVNs as learners, and described the importance of developing SVNs—not only in their anaesthetic skills, but also in becoming more self-directed professionals. As part one highlighted some of the challenges that SVNs experience as they attempt to learn in a veterinary practice, this second part will consider some common questions about veterinary nursing teaching and provide examples of techniques that can be used by registered veterinary nurses (RVNs) to improve teaching strategies for anaesthesia in the workplace. While some of the educational theories mentioned may be dated, this article aims to use supportive contemporary evidence to show how they are still relevant to help guide our teaching.

Figure 1. Bloom's taxonomy of learning (Bloom et al, 1956)
Figure 1. Bloom's taxonomy of learning (Bloom et al, 1956)

Subscribe to get full access to The Veterinary Nurse

Thank you for vising The Veterinary nurse and reading our archive of expert clinical content. If you would like to read more from the leading peer-reviewed journal for veterinary nurses, you can start your subscription today for just £26.

Subscribing will enable you to:

  • Stay up-to-date with current thinking and best practice in veterinary medicine
  • Enhance your knowledge and understanding of all key clinical topics
  • Achieve the mandatory requirement of 45 hours' documented CPD over a three-year period
Subscribe now

Already registered? - Sign in here

Download Now

Keep up to date with The Veterinary Nurse!

Sign up to The Veterinary Nurse's regular newsletters and keep up-to-date with the very latest clinical research and CPD we publish each month.