Throughout the human field, it is widely understood that the transition from a newly qualified nurse to a competent and confident nurse requires additional time and support. In the speaker’s experience, nurses who feel supported are more likely to stay within the practice and actively seek guidance when needed.

Preceptorships (a period of structured transition of guidance and support) are established in the human industry for both nurses and midwives. The goal of the preceptorship is not to repeat the teachings of the qualification but to provide the nurse with the confidence and ability to work competently within the code of conduct. It is accepted that preceptorships are not only a benefit to the nurse by increased job satisfaction but improve retention and reduce turnover.^1,2

There is responsibility shift upon qualifying; within the UK the legal requirement for supervision is removed, and registered veterinary nurses (RVNs) can work without supervision within the requirements of Schedule 3.

Within the UK veterinary industry, there is an understanding of the support required for the new graduate vet; the Royal College of Veterinary Surgeons has recently revised the post-registration training pathway to include a more holistic approach to their support in the first year. This support is less established in the nursing sector.

With newly qualified nurses keen to embark on a career within the referral sector, thought must be given to how we support and ease this transition. One area of the hospital that can be especially challenging for a newly qualified RVN is the high-dependency unit (HDU).

As well as the complex and critical patients, there is also a plethora of new equipment to become familiar with. When we first introduce a nurse to the HDU we need to ensure we assess their current knowledge and understanding. Assessment of the starting point is crucial for successful learning.³ Once we have assessed this, we are able to create a framework of learning that allows them to build on their knowledge and grow their confidence.

We should consider the following training methods:

• Skills scanning and reassessment of confidence levels with these skills
• Introducing the relevant standard operating procedure
• Equipment walkthrough and demonstrations
• Explanation of required paperwork (hospital sheets as an example)
• Allocation of trained mentor or a preceptorship
• Training activities around conditions found in HDU (for example, small group lectures, worksheets, delivery of case analysis)
• Cardiopulmonary resuscitation (CPR) training including simulations
• Opportunity to shadow experienced RVNs

Once the above has been covered and the RVN has the foundations of a good level of understanding, they can continue to grow in their abilities and confidence by appropriate allocation of cases. This should be done by an RVN with an excellent understanding of the caseload, the needs of the patient and the skills level of the newly qualified RVN.

Without this joined-up approach, the newly qualified RVN may struggle to grow in confidence, and at worst, patient safety will be compromised.

References

1.  Fox R, Henderson A, Malko-Nyhan K. A comparison of preceptor and preceptee’s perceptions of how the preceptor’s role is operationalized. Journal of Clinical Nursing. 2006;15(3):361–364. http://dx.doi.org/10.1111/j.1365-2702.2006.01329.x.

2.  Lavoie-Tremblay M, Paquet M, Marchionni C, Drevniok U. Turnover intention among new nurses: a generational perspective. J Nurses Staff Dev. 2011;27(1):39–45. http://dx.doi.org/10.1097/NND.0b013e31819945c1.

3.  Scales P. Teaching and learning in lifelong learning sector. Berkshire: Open University Press; 2008.