Empowering veterinary nurse mentors: Enhancing work placement for student success
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Authors
Martin, Emma
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Degree
Master of Professional Practice
Grantor
Otago Polytechnic
Date
2025
Supervisors
Mataiti, Helen
McNamara, Rachel
McNamara, Rachel
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
veterinary nursing
work-integrated learning
mentorship
student preparedness
professional preparation
work-integrated learning
mentorship
student preparedness
professional preparation
ANZSRC Field of Research Code (2020)
Citation
Martin, E. (2025). Empowering veterinary nurse mentors: Enhancing work placement for student success [Master's thesis, Otago Polytechnic]. Research Bank. https://doi.org/10.34074/thes.7282
Abstract
Work-integrated learning (WIL) is a central component of veterinary nursing education, providing learners with opportunities to apply theoretical knowledge in authentic clinical environments. A key contributor to the success of WIL is the veterinary nurse mentor, who supports and facilitates student learning in practice. Despite the importance of this role, limited research has explored how veterinary nurses experience and perceive mentorship within clinical settings. This study aimed to explore the lived experiences of veterinary nurses who mentor students during WIL placements, with a focus on understanding the realities, challenges, and perceived value of mentorship in practice.
This research adopted a qualitative descriptive phenomenological approach, underpinned by a constructivist philosophical stance. Data were collected through focus groups with veterinary nurses from across New Zealand who had experience mentoring student veterinary nurses in clinical practice. Focus groups enabled the co-construction of meaning and supported shared reflection on mentoring experiences. Data were analysed using thematic analysis, with bracketing employed throughout to acknowledge and manage the researcher’s positionality.
Analysis revealed five key themes: Building Supportive and Trusting Relationships, Understanding and Adapting to the Learner, Mentoring Approaches and Professional Identity, Navigating Clinical and Organisational Challenges, and Student Preparedness and System Support and Alignment. Together, these themes illustrate mentorship as a complex, relational, and context-dependent process. Participants described mentorship as a significant professional responsibility, often driven by a strong commitment to student learning and to the future of the profession.
Mentorship was experienced as dynamic and multifaceted, requiring veterinary nurses to balance patient care, workplace demands, and student support simultaneously. Building trust and adapting to individual learners were central to effective mentoring, while mentoring approaches were closely linked to the development of mentors’ own professional identity. Although mentorship was widely described as rewarding and professionally meaningful, participants also identified substantial challenges. These included time constraints, workload pressures, and competing clinical priorities, as well as inconsistent expectations and limited preparation for the mentoring role. Participants further highlighted the influence of student readiness, confidence, and engagement, alongside broader systemic factors such as communication and alignment between education providers and clinical practices.
These findings position mentorship as a critical yet under-recognised and under-supported component of veterinary nursing WIL. While mentors reported benefits such as enhanced reflective practice, communication skills, and professional growth, these were often achieved in the absence of structured support, guidance, or recognition. This has implications for the sustainability and quality of placement experiences.
This study highlights the need for more intentional and collaborative approaches to mentorship within veterinary nursing education. Recommendations include enhanced mentor preparation, clearer articulation of role expectations, and strengthened partnerships between education providers and clinical settings. Recognising mentorship as a skilled and integral aspect of veterinary nursing practice may further support mentor engagement and effectiveness. By foregrounding the perspectives of veterinary nurse mentors, this research provides an evidence-informed foundation for improving WIL experiences and supporting student readiness for professional practice.
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CC BY-NC-ND Attribution-NonCommercial-NoDerivs 4.0 International