Confidence grows in context: How teams shape successful returns to clinical practice

When a clinician returns to practice after a break, it is not uncommon for them to feel as though the profession has moved on leaps and bounds in their absence. For practice teams and leaders, how we support returning individuals can make a great difference to their levels of confidence and a smooth transition. With the right support from managers, leaders and teams, returning can be a smooth and rewarding transition.

So, how can team leaders encourage a smooth return to clinical practice? This article explores some of the main ways to help these individuals feel supported.

Why returns can feel more challenging than expected

Returning to clinical practice is rarely difficult because of a lack of ability. Often, adapting to emotional and cultural changes may take more time than rediscovering clinical ability, and this is not a reflection on a team member’s skills or abilities at work. Entering a new job or changing career trajectory can be challenging at the best of times, and even some of the highest-skilled clinicians may take some time to find their feet while they get used to the fast-paced practice environment again.

Practical structures that support safe skill-rebuilding

Even though new technology and protocol changes are happening all the time and would be unfamiliar to anyone new in practice, returning team members may feel an unspoken pressure to get back up to speed quickly. This is especially true in practices where work rotas are more stretched, resulting in a ‘baptism of fire’ that can be especially challenging.

Busy practices with limited time for colleague conversations or clinical reflection may make reintroduction to practice more challenging, simply because there isn’t as much space for a gradual reintroduction.

This is where a practical practice structure becomes essential to an effective reintroduction. This could be implemented by:

• Gradually reintroducing clinical responsibilities to allow time for processing and research in between consults
• Increased levels of shadowing to learn ways of working from other members of the team
• Protected time for personal development
• Allocating a peer contact so team members have a consistent source of support
• Setting aside time for case discussions as part of the routine workflow

The role of a leader in rebuilding confidence

Leaders shouldn’t think that prior experience in practice removes the need for guidance and support. For veterinary professionals making a return to practice, confidence is built by learning from other members of the team. This means that it’s critical for colleagues, particularly team leaders or managers, to be available.

Feedback is another important factor in growing the confidence of individuals returning to practice. New members of a team or those who are relearning the ropes are likely to need more feedback, assistance and reassurance than their more established colleagues. Particularly if they are already feeling nervous or unsure, the absence of feedback can cause many people to assume the worst about their skills or abilities. As a leader, recognising when team members are doing well and offering clear, constructive feedback will create an environment in which confidence can grow and allow individuals to progress and rebuild their clinical assurance.

The wider team’s impact on confidence and belonging

While it is important for a team leader or manager to take a pivotal role in developing a returning colleague’s confidence in practice, the surrounding team can help to make the transition as smooth as possible.

How can we, as members of the team, help to support these individuals?

• Small steps, such as checking in, offering to help and inviting opinions can help to welcome colleagues back to the team.
• Normalise asking questions, and ask our own to reinforce an open and positive culture in practice.
• Solve problems together and involve all team members in decision-making.
• Make our communication clear, particularly when arranging handovers or meetings.
• Avoid making comparisons and maintain a positive outlook on progress.
• Offer positive reinforcement and genuine commendation to help build confidence.

The role of education and CPD

Setting aside time for CPD and personal development can have a major impact on a returning team member’s smooth transition back into practice. For individuals who are coming back from a time away, CPD should be viewed as a way to rebuild clinical confidence and assurance, not as a necessity to bring team members ‘up to speed’.

Targeted CPD can be particularly beneficial. Focusing on core aspects of the role, commonly encountered cases or recently updated protocols can help to rebuild confidence and make learning relevant. Providing space for clinicians to direct their own learning strengthens engagement and reinforces professional autonomy. Also, when team leaders or managers within practice take the time to actively encourage reflection, discussion and shared learning across the entire team, CPD becomes part of team culture rather than a solitary expectation.

Confidence as a collective achievement

While confidence is often treated as a personal matter, it is in fact deeply affected by leadership, culture and team dynamics. A well-designed practice structure, encouragement from colleagues – leaders in particular – and scheduling in time for CPD are all ways that other team members can help returning colleagues to regain confidence and settle back into practice.

It is vital to recognise that returning clinicians are not starting from scratch. They may need support to regain familiarity, but their professional skill and experience remain firmly intact. Fostering a practice environment that encourages ongoing learning and idea sharing is not only beneficial for a returning team member, but it also benefits everyone by creating a culture that values collaboration, learning and teamwork, all of which can improve team cohesion and contribute to better clinical