How did you start out in your career?
I have always been interested in animals, and would often bring stray and injured wildlife home from a young age.
After my A-levels, I wanted to pursue a career as a veterinary nurse. Three years later – after undertaking a range of jobs, including working in a library and wildlife centre – I was lucky enough to be accepted on to the BSc(Hons) Veterinary Nursing degree course provided by the RVC in conjunction with The College of Animal Welfare and Middlesex University London, on what was only the second intake for the course, which was new at the time.
What were you doing when you decided to get into teaching and why did you make that transition?
I was working as an RVN in a dedicated out-of-hours service and, in my third year of night working, was ready for a new and different challenge (having previously worked in mixed, charity and private practices in the UK, locumed in Australia and held a position as head veterinary nurse).
Coming from a family of teachers, I was always quizzing them on the challenges of the job and excited at the prospect of passing on my passion for this vocation in my own way.
What has been your teaching career so far?
I have worked at Easton and Otley College for my entire teaching career, having worked my way up from animal science and welfare lecturer to programme manager, and now head of centre for the Level 3 Diploma in Veterinary Nursing.
What qualifications did you take to enable you to lecture, and how did you find studying for them?
The primary qualification I brought to the role was my degree in veterinary nursing. I undertook my teaching qualification as an evening course in the first two years of the teaching job.
The degree in veterinary nursing was challenging, as it should be. At the time we changed training practice every 12 weeks, and commuted from London to areas such as Essex and Hertfordshire daily. However, the course was interesting and the lecturers extremely knowledgeable. They helped shape my approach to teaching.
Were you nervous on your first day as a lecturer?
I was incredibly nervous on my first day of teaching. The thought of standing in front of new students (sometimes up to groups of 70) was overwhelming, but I quickly learned to enjoy the role.
To this day, I find it very rewarding helping people through their educational journey – from the point of application, to interview, to teaching them and watching them qualify.
How does teaching compare to being an RVN in practice?
In some ways, it is radically different, as I no longer nurse patients or interact with clients, which I do very much miss. But, then again, it can sometimes feel like working in an emergency veterinary clinic, as you can plan your schedule or a lesson all you like, but days very rarely go according to those plans.
You have to be flexible and ready for anything. Once I learned to treat it like having two gastric dilatation-volvuluses at once (which happened on an emergency shift once), I felt I could approach the job more effectively.
What does a typical day look like, or isn’t there one and is that why you like it?
A typical day looks fairly straightforward, with meetings, planning, marking and teaching. But in practice, it’s rare the day follows the plan, and this is the main challenge of the job – and the element I thrive on.
How do you plan and deliver your lectures?
Lectures are delivered through a range of methods – from presentations to animal-based practical sessions, video clips, interactive quizzes, case studies and student-led activities.
In terms of planning, the outline of delivery and exam dates are set before the start of the academic year, and the week-by-week planning is a working document that is adapted based on factors such as group size, learner experience, student feedback and changes in curriculum.
I am very lucky that my students take ownership of their learning and come up with effective ideas for resources, lesson materials and activities, which can then be embedded where appropriate.
What has been the highlight of your career so far?
The highlight of my career in teaching occurs every year, when I have the privilege of contacting students to say they have passed their OSCEs and are now qualified. I also like seeing where their career takes them next.
I recently received a message from a former student now travelling and locuming in Australia who said I had inspired them, as I had done something similar earlier in my career. That was a good feeling.
What is the best aspect of lecturing?
The constant changes in teaching methods, student requirements, the need for problem solving, interacting with students and employers, and seeing a range of different veterinary practices.
Of course, it is also about the joy of seeing students succeed and go on to achieve success throughout their careers.
And the worst?
As a teacher, you become invested in your students – but not all of them will always go on to become qualified, for a number of reasons, and that can be hard.
What attributes do you need to be a good lecturer?
Being approachable is key. I don’t think I would be fulfilling my role as a lecturer and tutor if I wasn’t approachable, kind, compassionate, patient, knowledgeable and positive.
Any tips for nurses looking to get into lecturing/teaching?
Shadow some lessons and speak to those within the profession. It is important to remember work doesn’t end when you go home (a lot of marking, planning and processing actually takes place in your own time to produce resources that reflect your students’ needs).
Not unlike veterinary nursing itself – it isn’t a 9am to 5pm job, but it’s up there with being one of the most rewarding roles in the industry.
Any other key messages?
You don’t need to have a background in teaching to apply for this position. Support and additional qualifications are available once you have been given the job, which not everyone is aware of.
For all the hard work, long hours and paperwork, it is a privilege to be involved with producing the next generation of veterinary nurses.
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