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Glyndwr University, Wrexham

Veterinary Nursing

UCAS Code: FDVN

Foundation Degree in Science - FdSc

Entry requirements


UCAS Tariff

48

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About this course


Course option

3.0years

Full-time | 2020

Subject

Veterinary nursing

Veterinary Nurses have a key role within the multidisciplinary veterinary team in providing evidence-based nursing care for their patients.

If you think you would enjoy working with companion animals and their owners to improve their wellbeing and would thrive in an environment that is challenging, varied but immensely rewarding, this is the course for you.

This course is delivered by a supportive, small team of experts who will guide you with your studies to ensure that you achieve your professional and personal goals.

Teaching sessions will be delivered in our new clinical suite where you will apply theory to practice throughout your studies. The clinical suite has been equipped with a range of veterinary equipment and training manikins to provide you with a realistic learning experience.

*Subject to accreditation and validation

• On programme completion, you will be eligible to apply for registration with the RCVS, and use the post-nominal letters RVN.
• Be part of a small collaborative learning community with staff and students.
• Sessions delivered by experts where 100% student satisfaction has been gained in animal programmes.
• Teaching sessions are based on student-centred methods within a practical environment.

*Subject to validation and accreditation As part of its continuous quality assurance and enhancement, the University has new and updated courses in development. The details of these courses are in the process of being finalised and are awaiting their turn in the approval cycle, known as the ‘validation’ process. As soon as the programmes are validated the details of the course will be confirmed. The majority of new courses that are still ‘subject to validation’ are approved by their validation process; however, this is not guaranteed and should the course not go ahead as planned, or be significantly amended, you will be informed by the university and assistance will be provided to those who have been offered a place to find a suitable alternative course either at Wrexham Glyndwr University or at another provider. When a course is validated, it must also be accredited. Accreditation also has to be renewed periodically for existing courses. The details on the website are based on the accreditation of the previous or current version of the course, and the anticipated updates are made as soon as they are known. The majority of courses that are still ‘subject to accreditation’ are approved as expected however, this is not guaranteed and should the accreditation not be approved as planned, or be significantly amended or delayed, you will be informed by the university.

Modules

YEAR 1 (LEVEL 4)


MODULES


• Anatomy and Physiology in Health and Disease: This module will develop the student’s knowledge and understanding of animal anatomy and physiology at both systems and cellular level. The module will integrate physiology and pathophysiology to develop a student’s understanding of disease states.
• Foundations of Patient Care: A diverse module which introduces the student to evidence-based patient care and will cover a wide range of topics and skills, which are essential for the veterinary nurse in practice. The student will develop an understanding and set of skills to safely handle and restrain animals for a range of procedures that are required in practice. Modifications that a veterinary nurse can introduce to ensure patients are as comfortable and stress-free as possible in the veterinary environment will be explored with the theory and practice of nursing care plans being central to positive patient outcomes.
• Foundations of Nursing Practice: The module aims to equip the student with a knowledge and an understanding of wound management, bandaging techniques and first aid procedures. The importance of fluid therapy in patient treatment and recovery will be covered. Physical therapy will also be covered in this module and the benefits it can have on patient outcomes. Another area that is important for veterinary nurses to be knowledgeable and confident in is veterinary medicines and the legislation and requirements around this topic. An introductory to pharmacology and pharmacodynamics will be covered in this module.
• Professional and Academic Development 1: In this module, the student will be introduced to the RCVS Nursing Progress Log (NPL), the RCVS day one competences (DOC) and day one skills (DOS). This module prepares the student for their first placement in veterinary practice as well as developing essential skills required for their academic studies, which will be used and extended on throughout the programme.

YEAR 2 (LEVEL 4/5)

MODULES


• Diagnostic Procedures and Parasitology
• Nursing the Medical and Infectious Patient
• Anaesthesia and Surgical Nursing Practice
YEAR 3 (LEVEL 5)




MODULES


• Emergency, Critical Care and Specialised Nursing
• Veterinary Nursing in the Community
• Leadership and Reflective Nursing
• Clinical Skills and Professional Practice

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

Assessments methods are varied and designed to stretch and challenge all students. They are also linked to the skills and knowledge that will be required within the veterinary profession. Assessments may include:

• Designing an informative client leaflet
• Care plan report
• In-class test
• Literature review
• Group presentation
• Reflective logs
• Objective Structured Competency Examination (OSCE)

Contact hours: For level 4 modules, students will receive 36 hours of contact time and at level 5, contact time with students will be 30 hours.

Student-centred teaching will be the focus, using the Glyndwr clinical suite at the centre of all teaching sessions to enable a theory to practice learning experience.

The Uni


Course location:

Northop

Department:

School of Social and Life Sciences

TEF rating:
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What students say


Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Veterinary nursing

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

96%
med
Employed or in further education
100%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

31%
Sales assistants and retail cashiers
19%
Animal care and control services
15%
Other elementary services occupations

Very few students study this subject, so there isn’t a lot of information available on what graduates do when they finish. If you want to find out more specifically about the prospects for your chosen subject, it might be a good idea to go on open days and talk to tutors about what previous graduates from your chosen subject went on to do or to have a look on their website.

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Veterinary nursing

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£14k

£14k

Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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