Asha Yeoman
MClinEd CertIVVN DipVN(ECC) RVN AVN
Asha is a registered and accredited veterinary nurse with over 20 years of industry experience. Holding a Diploma of Veterinary Nursing specialising in Emergency & Critical Care, she spent 16 years at the University of Melbourne Veterinary Hospital where she developed her expertise in clinical education and leadership. In her current role as Emergency and Critical Care Team Leader at the Greencross Veterinary Hospital at the University of Melbourne, Asha continues to lead with a focus on innovation, collaboration and high clinical care standards.
Passionate about education and mentorship, Asha holds a Masters Degree in Clinical Education and is a lecturer at tertiary institutions in Melbourne. Her scholarly works have been published in multiple journals, including the Journal of the American Veterinary Medical Association, and the Australian Veterinary Nursing Journal.
Asha has been an active contributor to the veterinary profession beyond her clinical roles. After serving in leadership roles on state committees, she was elected to the National Board of Directors of the Veterinary Nurses Council of Australia (VNCA) in 2020. She is now the President of the VNCA, where she works to advocate for the nursing industry across Australia.
Trauma cases require rapid, structured assessment to support timely stabilisation and improve patient outcomes. This presentation outlines an evidence informed approach to the initial management of the trauma patient, highlighting key priorities in the early phase of care and the role of the Animal Trauma Triage Score in guiding clinical decision making. Attendees will gain clarity on recognising severity, avoiding common early stage pitfalls, and enhancing communication and efficiency during high pressure presentations.
This presentation shares original research examining the personal and interpersonal characteristics that contribute to effective clinical teaching in veterinary settings. While previous literature has long suggested that educator qualities influence learner outcomes, this study explores how contemporary learners—particularly those engaged in distributed teaching models—define and experience effective clinical education. The findings highlight the traits and behaviours that learners identify as most supportive of their development and offer practical insights for clinicians, supervisors, and formal educators who work with veterinary and veterinary nursing students in placement environments. This session provides an evidence informed perspective on what truly enhances learning in practice based contexts
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