Cross-sectional analysis of veterinary student coping strategies and stigma in seeking psychological help.

Veterinary education can result in high levels of academic stressors for students. Students are also susceptible to non-academic stressors, including relationship issues and financial concerns. These can all result in mental ill health, which may impair the student's ability to complete their studies and go on to a successful professional career. Finding and using strategies early on to help alleviate mental health problems is critical to successful management of these problems, but seeking help may be impeded by the stigma associated with mental health problems. Using a cross-sectional online survey of a sample of Australian veterinary students, the aim of the current study was to investigate the type and frequency of their coping strategies as well as to explore relationships between self-stigma and coping strategies. Female veterinary students reported more use of instrumental and emotional support as coping strategies, while male veterinary students demonstrated more use of humour. Self-stigma was related to less instrumental support, greater self-blame and gender, while males who employed more humour as a coping strategy reported more self-stigma. Improving the coping strategies of veterinary students and reducing the self-stigma surrounding mental ill health is important to improve the wellbeing and resilience of the veterinary profession.

Resilience in Veterinary Students and the Predictive Role of Mindfulness and Self-Compassion.

Resilience is a dynamic and multifaceted process in which individuals draw on personal and contextual resources. In difficult situations, resilient people use specific strategies to learn from the situation without being overcome by it. As stressors are inherent to veterinary work, including long work hours, ethical dilemmas, and challenging interactions with clients, resilience is an important component of professional quality of life. However, while resilience in other health professionals has received attention, it has received little in the veterinary field. In this cross-sectional study, veterinary students from six veterinary schools in Australia completed an online survey, with 193 responses (23%). Very few veterinary students (6%) reached the threshold to be considered highly resilient using the Brief Resilience Scale, and approximately one third classified as having low levels of resilience. In the final linear multiple regression model, predictors of resilience included nonjudgmental and nonreactive mindfulness (Five Facet Mindfulness Questionnaire) and self-compassion (Neff Self-Compassion Scale). Students with higher nonjudgmental and nonreactive mindfulness and self-compassion had higher resilience scores. These findings indicate that fostering these qualities of mindfulness and self-compassion may be aligned with strengthening veterinary student resilience. Importantly, if the factors that help veterinary students develop a capacity for resilience can be identified, intervention programs can be targeted to educate future veterinary professionals with a high quality of life, both professional and personal.

The Prevalence of Compassion Fatigue among Veterinary Students in Australia and the Associated Psychological Factors.

Compassion fatigue, compassion satisfaction, and other characteristics such as mindfulness and mental health stigma have not been investigated in veterinary students. The aims of this study were twofold: first to determine the prevalence of compassion, satisfaction, burnout, and secondary traumatic stress among Australian veterinary students and second to investigate the association between these factors and self-stigma, coping, empathy, and mindfulness. A cross-sectional online survey consisting of demographic questions and four validated psychological measures sampled 828 students, with a response rate of 31% (255/828). We obtained a usable sample of completed surveys from 193 of 828 (23%) veterinary students from six of the seven Australian veterinary schools. Bivariate correlations and multiple regression analyses were used to examine associations between the psychological predictors and the outcome variables. Approximately 30% of veterinary students were at high risk of burnout, 24% were at high risk of secondary traumatic stress, and 21% reported low compassion satisfaction. High empathic concern, low personal distress, female gender, and employment history at a veterinary clinic were associated with high compassion satisfaction. High dysfunctional coping, low nonjudgmental and acting-with-awareness mindfulness, and lack of previous employment at a veterinary clinic were associated with high burnout. High dysfunctional coping, low acting-with-awareness mindfulness, high self-stigma, and high personal distress were associated with high secondary traumatic stress. As a result of these findings, certain emotional characteristics can be identified as targets for intervention to minimize the frequency and potentially negative impact of compassion fatigue and burnout in veterinary students.