Student well-being in Veterinary Sciences: Implications for student support and career agility

Irma Eloff

doi:10.4102/ajcd.v1i1.6

Abstract

This case study investigates the factors that support and hinder the well-being of undergraduate students in Veterinary Sciences. The study aims to provide textured, nuanced and in-depth qualitative perspectives on the well-being of veterinary science students. The study aims to supplement the growing body of quantitative studies that indicate substantive concerns about the psychological well-being of students in Veterinary Sciences. The study utilised face-to-face interviews (n = 78) and an in-depth focus group interview (n = 9) within the bounded system of a Faculty of Veterinary Science at a large, urban university. Findings indicate that the well-being of students in Veterinary Sciences is supported by students actively taking ownership of their psychological well-being, and the presence of animals in their social and personal lives. The study also shows that a sense of isolation, both socially and geographically, may be hindering students’ well-being.

Highlights

The mental health and well-being of students of Veterinary Sciences have received growing attention in recent years (Killinger et al 2017; Reisbig et al 2012)
Other studies indicate that some veterinary science students with higher-functioning relationships are more likely to report fewer depressive symptoms, and lower stress associated with balancing their university and home lives, but these same students are simultaneously experiencing more stress from falling behind academically (Hafen, Ratcliffe & Rush 2013)
Tailored-support strategies for students studying in Veterinary Sciences seem to be advisable

Summary

Introduction

The mental health and well-being of students of Veterinary Sciences have received growing attention in recent years (Killinger et al 2017; Reisbig et al 2012). Studies report up to one-third of veterinary medical students, surveyed during the first and second semesters, with depression levels above the clinical cut-off and up to 15% of some student samples experiencing an increase in depression of at least one standard deviation (1 SD) (Hafen et al 2008). A 4-year cohort study (Siqueira Drake et al 2012) in the US context has pointed out that a large number of veterinary medical students experience clinical levels of anxiety and depression across all 4-year cohorts. Other studies indicate that some veterinary science students with higher-functioning relationships are more likely to report fewer depressive symptoms, and lower stress associated with balancing their university and home lives, but these same students are simultaneously experiencing more stress from falling behind academically (Hafen, Ratcliffe & Rush 2013). Veterinary Science as both science and profession is linked to several of the sustainable development goals, and the well-being of future veterinarians is of concern for all

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