Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
The exploratory mixed-methods study of 490 OT graduate students revealed that high levels of reported stress along with limited coping strategies impacted students’ perceived occupational engagement and quality of life. Students identified mindfulness as an effective coping mechanism; however, its reported use did not appear to alter quality of life. The study supported a link between mindfulness and occupational engagement and has broad implications for the field of OT.
Primary Author and Speaker: Patricia A. Henton
Additional Authors and Speakers: Acacia Gambrel, Jerome Klah, Catherine Rink, Caroline Targonski, and Sarah Wirtz
PURPOSE: Previous literature explored the concepts of stress, mindfulness, and occupational engagement, yet there is a substantial gap linking these terms within the field of occupational therapy (OT). A review of current research identified mindfulness and occupational engagement as healthy coping strategies for reducing stress, and both concepts emphasized the action of being fully present and engaged. The researchers identified a need to investigate the perceptions of these concepts among OT graduate students and the impact on their quality of life and occupational balance.
DESIGN: The exploratory mixed-methods study examined participants’ perceptions of stress, mindfulness, and occupational engagement through a cross-sectional survey and focus group. The purposive sample consisted of 490 OT graduate students over the age of 18 years and enrolled in an accredited graduate-level OT program. The study recruited participants from OT programs across the United States through an email invitation and online survey.
METHODS: Following institutional review board approval, researchers recruited participants on a voluntary basis through an email sent to accredited graduate-level OT programs in the United States. The study employed a self-designed survey instrument consisting of demographic questions, quantitative Likert-scale questions, and qualitative open-ended questions. Researchers collected data through an online survey website. The focus group instrument consisted of open-ended questions administered through an audio conference call. Researchers performed a pilot test and obtained multiple expert reviews to enhance face validity. Qualitative data analyses included content analysis, manual coding of the audio recording, and thematic mapping of qualitative data. Researchers independently coded data prior to triangulating all data sets. Analysis of quantitative data from the Likert-style survey responses involved descriptive statistics. Final analyses employed triangulation of qualitative findings with quantitative results.
RESULTS: The study revealed that the majority of participants experienced high levels of stress while in graduate school. The findings indicated that stress, academic responsibilities, and limited application of coping strategies impacted the ability to engage in meaningful activities. Participants identified mindfulness as an effective coping mechanism, which included strategies of deep breathing, journaling, and meditation in addition to the act of being mindful through self-reflection and self-awareness. Although participants reported positive views of mindfulness to decrease stress, the reported use did not appear to alter the participants’ perceptions of quality of life. Findings suggested that high levels of perceived stress experienced among OT graduate students influenced their application of coping mechanisms, including mindfulness and engagement in meaningful occupations.
CONCLUSION: The findings of the current study suggested a lack of occupational engagement in meaningful activities negatively impacted the participants’ perceived quality of life and occupational balance. The study supported a link between mindfulness and occupational engagement, with a similar emphasis on being engaged in the present moment and having the potential to increase one’s quality of life. Understanding a connection between the constructs of mindfulness and occupational engagement in the study has broad implications for the field of OT, including applicability to stress management and supporting occupational balance both personally and professionally. Keywords: perceived stress, mindfulness, occupational engagement, graduate students, occupational therapy
References
Elliot, M. (2011). Being mindful about mindfulness: An invitation to extend occupational engagement into the growing mindfulness discourse. Journal of Occupational Science, 18(4), 366-376. https://doi.org/10.1080/14427591.2011.610777
Goodman, V., Wardrope, B., Myers, S., Cohen, S., McCorquodale, L., & Kinsella, E. A. (2018). Mindfulness and human occupation: A scoping review. Scandinavian Journal of Occupational Therapy, 1–14. https://doi.org/10.1080/11038128.2018.1483422
Jackman, M. M. (2014). Mindful occupational engagement. Psychology of Meditation, 241-277.
Pfeifer, T. A., Kranz, P. L., & Scoggin, A. E. (2008). Perceived stress in occupational therapy students. Occupational Therapy International. 15(4), 221-231. https://doi.org/10.1002/oti.256.
