Date Presented 03/28/20
The purpose of this mixed-methods study was to explore how OT students and professors view student stress caused by curricular requirements. Quantitative surveys and qualitative interviews were used to gather their perspectives. Both students and professors identified moderate to high levels of student stress affecting student relationships and well-being and suggested the need for educator awareness and curricular modification for remediation of this challenging problem.
Primary Author and Speaker: Grace Fisher
Additional Authors and Speakers: Jessica Grab, Meghan Long, Julianna Norris, Kristin Pilchik
PURPOSE: OT programs are hailed for their accelerated courses and strong curricula. These programs can be overwhelming to students as they work to excel and thrive in academics. There is concern that curricular intensity and fieldwork expectations can obstruct student life balance. In Chang and Moreno’s (2017) study, 20% of students felt stress prevented them from engaging in daily occupations, and 79% felt stressed and said they did not participate fully in meaningful occupations. According to Everly, Poff, Laport, Hamant, and Alvey (1994), nearly two thirds of their study’s sample viewed OT school as more stressful than nonprofessional school. Pfeifer, Kranz, and Scoggin (2008) noted 52% of OT students reported time management issues and the inability to balance school and family matters.The purpose of our study was to explore how OT students function under the stress of rigorous curricula and how professors recognize student stress. Our research questions were: (a) What stressors are faced by entry-level OT students and how stressed are they? (b) How do professors perceive student stress? (c) What suggestions are there for coping with student stress?
DESIGN: IRB approval at the researcher’s university was obtained. We used a qualitative and quantitative mixed-methods design with online surveys and open ended interviews of OT students and OT professors. Recruitment emails were sent to 1,317 professors at OT programs across the US, including a link to our SurveyMonkey Professor Survey. Interested individuals were asked to contact the researchers if willing to be interviewed. An email invitation was also sent to 177 directors/chairs of OT programs across the U.S. They were asked to forward the invitation, containing a link to our SurveyMonkey Student Survey, to eligible OT students. The student survey also asked respondents to contact the researchers if willing to be interviewed. Inclusion criteria required respondents to be: (a) OT students enrolled in full time ACOTE-approved entry level master’s degree and/or OTD programs in the US., or (b) Professors of OT who were licensed and registered by the NBCOT and were employed as OT professors in entry level master’s or doctoral degree programs in ACOTE accredited universities.
METHOD: Survey data were collected via the SurveyMonkey professor and student surveys. SurveyMonkey data analysis produced descriptive statistics. Interview data, collected via handwritten researcher notes, were analyzed via item by item content analysis.
RESULTS: A total of 461 students completed the survey, reporting moderate stress on a daily basis and frequently being overwhelmed. Students reported educational and financial burdens impacting leisure, family relationships, and social relationships. Almost half of students noted imbalance in their occupations. Students described professors as unaware of student stress. In interviews, students reported lack of communication, difficulty meeting expectations, and poor life balance. A total of 385 professors responded to the survey, identifying moderately high daily student stress, and noting students sought counseling at times. They said stress affects students’ life balance, family, and social relationships. In interviews, they reported awareness of and concern for student stress.
CONCLUSION: This research is highly relevant to OT academic policy and curriculum design. OT students reported moderate stress on a daily basis due to academic and financial pressure. Professors were aware of high student stress. Suggestions to combat student stress included better communication between professors and students, emphasizing occupational balance in the curriculum, and clarifying course expectations so students can achieve life balance as competent professionals.
References
Chang, M, Moreno, M., Pham, J., Hope, J., Lai, A., Young, K. (2017) Relationship between stress factors and occupational engagement among occupational therapy graduate students. American Journal of Occupational Therapy, 71(12), 7111510187p1. doi:10.5014/ajot.2017.71S1-PO3146.
Everly, J. S., Poff, D. W., Lamport, N., Hamant, C., Alvey, G. (1994, February). Perceived Stressors and Coping Strategies of Occupational Therapy Students. American Journal of Occupational Therapy, 48(11), 1022-1028. doi: 10.5014/ajot.48.11.1022.
Pfeifer, T., Kranz, P., & Scoggin, A. (2008). Perceived stress in occupational therapy students. Occupational Therapy International, 12(4), 221-231.
