Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations.
This mixed-methods study sought to determine OT student and professor perceptions of factors influencing student stress. An online quantitative descriptive survey and open-ended interviews indicated high student stress levels. Stress was heightened by personal, financial, and academic pressures. Recommendations include enhanced communication between professors and students, adjustment of academic requirements, stress reduction instruction, and increased counseling services.
Primary Author and Speaker: Grace Fisher
Additional Authors and Speakers: Jessica Grab, Meghan Long, Julianna Norris, and Kristen Pilchik
BACKGROUND: Haughey, Zimmerman, and Sanders (2017) found academic stressors were common among occupational therapy (OT) students, including ‘assignments due the same day, numerous deadlines, group projects, long term papers, ‘hard upcoming week,' and many tests' (p. 174). Adams, Meyers, and Beidas (2016) found perceived stress negatively affected academic and social integration. For OT students specifically, research projects and fieldwork placements were found to be stressors (Everly, Poff, Lamport, Hamant, & Alvey, 1994). Govender, Mkhabela, Hlongwane, Jalim, and Jetha (2015) reported observing ‘an increasing number of students who are experiencing stress-related states requiring medical intervention' (p. 38).
PURPOSE: This study sought to determine OT student stress levels, identify factors contributing to it, explore its effects on students' daily lives, and find out how students combat it. The study also aimed to obtain the perspective of OT professors on this issue, including awareness of student stress and strategies they used to help reduce it.
DESIGN: This mixed-method study utilized online quantitative descriptive SurveyMonkey instruments and qualitative open-ended interviews. Professor survey respondents were obtained via email listings at individual university websites, which were retrieved from a school listing on the AOTA web page. Student survey respondents were recruited via emails sent to program directors, asking them to distribute a survey link to students. Interviewees were obtained via a final question on the surveys, asking them to contact the researchers directly if willing to be interviewed.
METHOD: IRB approval was obtained at the researchers' university. Online survey respondents were a nationwide sample of 340 occupational therapy professors and 459 students. Nine professors and five students served as the interviewees. All professors were certified by the NBCOT and employed as instructors in an entry level MS or entry level OTD program. All students were enrolled in an ACOTE-accredited OT entry level degree program in the U.S.
RESULTS: Survey findings showed high student stress levels. Students reported spending much more time completing work for OT classes compared to general classes. About half of the students reported their occupational profiles were balanced, yet many said stress from school affected family/social relationships. Many students claimed professors were unaware of student stress. A majority of the students reported feeling overwhelmed. Many claimed they had not received mental health services, while some said they sought counseling. Exercise, sleep, avoidance, and faith were the most frequent strategies the students used to deal with stress. Almost all professors surveyed felt they were aware of student stress. Suggestions for the professors provided by the interviewed students included clarifying assignments and expectations, establishing open communication, and demonstrating more empathy. Professor suggestions for students included the need to communicate concerns to professors.
CONCLUSION: Professors are advised to be attuned to student stress levels and may need to adjust academic requirements accordingly. Students may benefit from added use of counseling services and stress reduction instruction. Additionally, universities may need to enhance existing support systems. Further research is needed to determine avenues for diminishing student stress.
References
Adams, D. R., Meyers, S. A., & Beidas, R. S. (2016). The relationship between financial strain, perceived stress, psychological symptoms, and academic and social integration in undergraduate students. Journal of American College Health, 64(5), 362-370. https://doi.org/10.1080/07448481.2016.1154559
Everly, J., Poff, D., Lamport, N., Hamant, C., & Alvey, G. (1994). Perceived stressors and coping strategies of occupational therapy students. American Journal of Occupational Therapy, 48(11), 1022-1028. https://doi.org/10.5014/ajot.48.11.1022
Govender, P., Mkhabela, S., Hlongwane, M., Jalim, K., & Jetha, C. (2015). OT student's experiences of stress and coping. South African Journal of Occupational Therapy, 45(3), 34-39. https://doi.org/10.17159/2310-3833/2015/v45n3/a7
Haughey, K., Zimmerman, S., & Sanders, M. (2017). Perceived stressors and coping in junior, senior, and graduate occupational therapy students: A qualitative analysis [Special section]. American Journal of Occupational Therapy, 71, 174-174.
