Date Presented 4/1/2017
This qualitative study triangulated perceived stressors and coping strategies in 22 master’s degree in occupational therapy students. Students participated in focus groups and were asked questions to address factors contributing to stress and coping. These data may provide insight into best educational practices.
Primary Author and Speaker: Katherine Haughey
Additional Authors and Speakers: Sarah Zimmerman, Martha Sanders
PURPOSE: This study sought to identify the perceived stressors and coping strategies of junior, senior, and graduate-level master’s degree in occupational therapy (MOT) students.
RATIONALE AND BACKGROUND: There is limited research on common stressors and coping strategies among occupational therapy (OT) students. Tyrrell and Smith (1996) indicated that OT students experience high levels of stress, but their methods of dealing with stress are unclear. These factors must be understood in order to make recommendations to minimize stress and promote both academic performance and overall wellness for MOT students. This poster builds on quantitative findings reported last year.
DESIGN: Qualitative focus groups were held with 22 OT students (seven juniors, six seniors, and nine graduates). Participants were recruited through class email invitations.
METHOD: Data were collected via three 1-hr focus group sessions that addressed questions regarding perceived stressors and coping strategies used to navigate the OT college experience. Focus group discussions were audio recorded and transcribed. Demographic data were analyzed descriptively. Transcriptions underwent content analysis to identify themes related to personal and academic stressors as well as coping strategies used. Qualitative analysis was used to triangulate previous quantitative findings from two standardized surveys: the Stress Management Questionnaire (Stein, Bentley, & Natz, 1999) and the Undergraduate Stress Questionnaire (Crandall, Preisler, & Aussprung, 1992).
RESULTS: The greatest perceived stressors were academic related, validating previous quantitative findings. The stressors included assignments due the same day, numerous deadlines, group projects, long term papers, “hard upcoming week,” and many tests. These stressors were similar among grade levels and demographic groups. Additional stressors for senior and junior groups were anxiety over a newly instituted Level II fieldwork placement and meeting related competencies. All grade levels indicated that balancing school and outside factors added to their academic stress, such as work schedules.
For coping methods, qualitative findings also triangulated with quantitative outcomes in that the most common coping methods were napping, talking to a friend, showering, and listening to music. Additional coping methods discussed in focus groups included reading, drinking tea, playing with pets, and watching movies. There were no particular categories of coping that were used more than others. To address these stressors, MOT students recommended becoming organized to avoid work piling up, assigning fewer writing activities, and using graduate assistants’ help. These recommendations were similar among all levels. An additional recommendation from the senior and junior groups was to change the new Level II fieldwork lottery and create personalized relationships with faculty.
CONCLUSION: Focus group findings illustrated the specific stressors and coping strategies identified in quantitative tests. To promote student wellness, educators may provide support based on preferred coping strategies. They may also collaborate with students and faculty to address focus group recommendations, including changing the newly instituted Level II fieldwork lottery system.
IMPACT STATEMENT: Occupational therapy students perceive stressors to be primarily academic related, which triangulates with quantitative findings. Educators can address these common stressors in order to promote academic performance and success in OT students. This study contributes to our knowledge of health promotion and wellness for MOT students.
References
Crandall, C. S., Preisler, J. J., & Aussprung, J. (1992). Measuring life event stress in the lives of college students: The Undergraduate Stress Questionnaire (USQ). Journal of Behavioral Medicine, 15, 627–662. https://doi.org/10.1007/BF00844860
Stein, F., Bentley, D. E., & Natz, M. (1999). Computerized assessment: The Stress Management Questionnaire. In B. J. Hemphill-Pearson (Ed.), Assessments in occupational therapy mental health: An integrative approach (pp. 321–337). Thorofare, NJ: Slack.
Tyrrell, J., & Smith, H. (1996). Levels of psychological distress among occupational therapy students. British Journal of Occupational Therapy, 59, 365–371.
