Exploring the sociocultural experiences of student veterinary nurses in the clinical learning environment through the lens of situated learning theory.

Background: Student veterinary nurses (SVNs) complete significant time in clinical placements and this training can have a positive or negative impact on the development of professional skills and identity.

Methods: A cross-sectional design, using semi-structured interviews, explored 12 SVNs' experiences of clinical placements. Interpretative phenomenological analysis was used to explore each individual participant's experience, prior to the identification of themes across participants' experiences.

Veterinary Nursing Students' Experience in the Clinical Learning Environment and Factors Affecting Their Perception.

Student veterinary nurses (SVNs) spend a significant proportion of their training time within the clinical learning environment (CLE) of a veterinary practice. These clinical experiences are vital for building practical and professional skills. To evaluate the current satisfaction of SVNs in the CLE, a cross-sectional survey design was used incorporating a previously validated instrument.

Developing the SVN CLEI: A Novel Psychometric Instrument for Evaluating the Clinical Learning Environment of Student Veterinary Nurses in the UK.

Student veterinary nurses (SVNs) in the United Kingdom can spend over half their training time within the clinical learning environment (CLE) of a training veterinary practice before achieving clinical competency. Sociocultural complexities and poor management within the CLE may have a significant impact on the learning experiences of SVNs, as has been found in studies involving student human nurses. The aim of this research was to develop and validate the SVN CLE Inventory (CLEI) using principal component analysis (PCA), via a cross-sectional design, based on inventories already established in human nursing CLEs.

What Factors Influence the Perceptions of Job Satisfaction in Registered Veterinary Nurses Currently Working in Veterinary Practice in the United Kingdom?

The Royal College of Veterinary Surgeons is dedicated to empowering registered veterinary nurses (RVNs) and ensuring that they are valued members of the workforce within the United Kingdom. However, this is not always reported by the RVNs themselves, who state that although they derive satisfaction from working with animals and within a profession that makes a difference, there are areas in which they are not currently satisfied, such as pay scale and recognition. Responses to a questionnaire were analyzed using a mixed-methods design to determine current factors affecting job satisfaction utilizing a deductive and inductive approach.

Training and Preparedness of Clinical Coaches for Their Role in Training Student Veterinary Nurses in the United Kingdom: An Exploratory Inquiry.

The experience that student veterinary nurses (SVNs) have in the clinical learning environment can be greatly influenced by the clinical coach (CC); the supervisory relationship will affect student retention and clinical competency. To support a positive student experience, the training and development of CCs must be critically reviewed and regularly updated. This research aimed to ascertain the current CC training undertaken and the preparedness of CCs for their role in training SVNs.

Intimate partner violence prevention services and resources in Los Angeles: issues, needs, and challenges for assisting lesbian, gay, bisexual, and transgender clients.

Intimate partner violence (IPV) is as prevalent in lesbian, gay, bisexual, and transgender (LGBT) relationships as it is in heterosexual ones; however, the issues, needs, and challenges associated with assisting or advocating on behalf of LGBT persons are poorly understood. Using community-based participatory approaches, we conducted a brief survey of professionals (e.g.