When Learning Hurts: Understanding Grief in Student Veterinary Nurses

Understanding Grief in Student Veterinary Nurses

Every veterinary nurse knows that loss of a patient is part of the profession. Yet for student veterinary nurses, the death of a patient can be a deeply personal and formative experience — one that few are fully prepared for. A new study published in The Veterinary Record (2025) has shed light on just how widespread and impactful this grief can be.

Key Findings: The Pervasiveness of Unrecognised Grief

The study, “Prevalence and impact of grief among student veterinary nurses: A cross-sectional study” by Freya Wheatley and Evie Yon, surveyed 330 student veterinary nurses in the UK. The findings were striking: every single student had experienced grief linked to patient loss, though only 89% recognised these feelings as grief. While most students (83%) felt supported by their training provider or practice, some did not — revealing an important gap in pastoral care and emotional support.

The Hidden Burden of Disenfranchised Grief

Student veterinary nurses encounter death early in their training — through euthanasia, patient deterioration, or unexpected loss. Many form close bonds with patients under their care and may grieve these losses just as clients or senior colleagues do. However, their grief is often unseen or unacknowledged. In professional environments where efficiency and composure are highly valued, students may feel pressure to “move on quickly,” suppressing emotions that deserve recognition.

This type of disenfranchised grief — grief that others do not acknowledge or validate — can have lasting effects. Without space to process these experiences, students risk compassion fatigue, moral distress, or burnout later in their careers. The study highlights how unaddressed grief can quietly erode wellbeing and professional resilience.

A Call for Structured Support and Open Dialogue

Importantly, the research underscores the need for veterinary nursing education to include explicit support around patient loss. Structured reflection, facilitated debriefing after euthanasia or emotionally charged cases, and opportunities for open conversation can make a profound difference. Educators and clinical mentors play a crucial role in helping students understand that feeling sadness, loss, or even guilt is a normal and human response to caring deeply for animals.

Why this matters for veterinary nurse education

Veterinary nursing is a caring profession built on empathy, compassion, and emotional connection — yet those same strengths make nurses vulnerable to emotional strain. Supporting students in navigating patient loss is not only a matter of wellbeing; it is part of building competent, compassionate professionals.

ACOVENE recognises that emotional resilience and reflective practice are essential components of veterinary nurse education. By acknowledging grief as a normal part of the learning journey, and ensuring that students are supported through it, education providers can foster healthier, more sustainable careers for future veterinary nurses.

Reference:
Wheatley F, Highcroft Veterinary Group, Hailsham, UK; Yon E., RVC, Hatfield, UK. Prevalence and impact of grief among student veterinary nurses: A cross-sectional study. The paper is published in full at3 bvajournals.onlinelibrary.wiley.com/r/ve3trecord. First published online: 09 June 2025. Veterinary Record (2025) 197, 329; e5596.   https://doi.org/10.1002/vetr.5596