scholarly journals Stress and burnout: exploring postgraduate physiotherapy students’ experiences and coping strategies

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and purpose The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three timepoints in the first year of a postgraduate, pre-registration physiotherapy program. Methods A qualitative and quantitative survey design was utilised at one Australian Higher Education Institution. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions. The questionnaire was administered at three timepoints (T) in the program: T1 at the start of semester 1, T2 before the first placement in semester 2 and T3 after 10-weeks of placement. Data were analysed using descriptive, statistical and thematical analysis. Subjects All first year Doctor of Physiotherapy students. Results A response rate of 62% (n = 38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1–3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating, and gaming. Conclusion Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout, and coping mechanisms to optimise student welfare and enhance Higher Education Institution outcomes.

scholarly journals Stress and burnout: Exploring postgraduate physiotherapy students’ experiences and coping strategies.

2020 ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Higher Education ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
First Year ◽  
Higher Education Institution ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and Purpose: The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three timepoints in the first year of a postgraduate, pre-registration physiotherapy program. Methods: A qualitative and quantitative survey design was utilised at one Australian Higher Education Institution. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions. The questionnaire was administered at three timepoints (T) in the program: T1 at the start of semester 1, T2 before the first placement in semester 2 and T3 after 10-weeks of placement. Data were analysed using descriptive, statistical and thematical analysis. Subjects: All first year Doctor of Physiotherapy students.Results: A response rate of 62% (n=38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1-3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating, and gaming. Conclusion: Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout, and coping mechanisms to optimise student welfare and enhance Higher Education Institution outcomes.

scholarly journals Stress and Burnout in Postgraduate Physiotherapy Students: A Mixed Methods Observational Cohort Study

2020 ◽  
Author(s):  
Tess Brooke ◽  
Makaela Brown ◽  
Robin Orr ◽  
Suzanne Gough
Keyword(s):  
Mixed Methods ◽  
Coping Strategies ◽  
Perceived Stress ◽  
Maslach Burnout Inventory ◽  
First Year ◽  
Time Points ◽  
Observational Cohort ◽  
T1 And T2 ◽  
And Coping ◽  
Physiotherapy Students

Abstract Background and Purpose: The impact of stress and burnout in students is an emerging topic. When students perceive that they are unable to cope with stressors, there is increased potential for burnout. To maximise students’ higher educational institution (HEI) outcomes, students must be able to effectively cope with stressful demands. Research suggests physiotherapy students, in particular, suffer from a high risk of stress and burnout, however limited research exists on postgraduate, pre-registration, physiotherapy students. The purpose of this study was to determine perceived stress, burnout and associated coping strategies across three time points in the first year of a post-graduate, pre-registration physiotherapy program. Subjects: All first year Doctor of Physiotherapy (DPHTY) students at Bond University 2019 were invited to participate. Methods: A mixed methods observational cohort design was implemented in one Australian HEI to determine stress, burnout and coping strategies across 3 time points. The 51-item self-administered questionnaire consisted of demographics, the Coping Self Efficacy (CSE) Scale and Maslach Burnout Inventory – General Survey for Students (MBI-GS (S)), and open-ended questions.Results: A response rate of 62% (n=38) was achieved. There were no differences in stress and burnout scores between sexes, nor differences in stress and burnout over time. Highest median CSE scores were seen at T1, with highest median MBI-GS (S) cynicism (CYN) scores at T2, exhaustion (EX) at T1 and T2, and professional efficacy (PE) at T1 and T2. The greatest mean CSE changes were seen from T1-T2 and T1-T3, and PE greatest changes from T2-T3 and T1-T3. No strong correlation was found between stress and burnout. Curriculum coursework was a frequently reported stressor, along with clinical placement and transition periods. Coping strategies utilized by students were both positive and maladaptive. Positive strategies included sporting activities, baking, listening to music, and social connections, whereas maladaptive strategies included alcohol consumption, excessive eating and gaming. Conclusion: Student consistently identified periods of stress and burnout, with curriculum coursework in particular being a trigger. Findings acknowledge the need for further investigation on sources of perceived stress, burnout and coping mechanisms to optimise student welfare and enhance HEI outcomes.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals Nível de atividade física de jovens acadêmicos de fisioterapia de uma instituição privada de ensino superior no município de Fortaleza, Ceará

2020 ◽  
Vol 10 (1) ◽  
pp. 7
Author(s):  
Thaisa Vieira Miranda ◽  
Edinice De Sousa Modesto ◽  
Kelle Cristina De Almeida Menezes ◽  
Antônia Eduarda Da Silva Fernandes ◽  
Raimunda Hermelinda Maia Macena ◽  
...  
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Physical Activity Level ◽  
Education Institution ◽  
Activity Level ◽  
Private Higher Education ◽  
Higher Education Institution ◽  
Activity Data ◽  
Microsoft Office ◽  
Physiotherapy Students

A inatividade física é uns dos principais fatores de risco para desenvolvimento de complicações cardiovasculares, respiratórias e alterações degenerativas que se desenvolvem ao decorrer da vida e manifestam-se geralmente na fase de envelhecimento. Sendo assim, o presente estudo teve como objetivo analisar o nível de atividade física de acadêmicos jovens de fisioterapia de uma Instituição de Ensino Superior Privada no município de Fortaleza/CE. Trata-se de um estudo transversal com 91 estudantes. Para a coleta de dados foi utilizado o IPAQ – questionário internacional de atividade física. Os dados foram analisados a partir da estatística descritiva e inferencial através do software estatístico Microsoft Office Excel 2013. A amostra apresentou idade média de 23,85 ± 2,05 anos, predominantemente do gênero feminino, representando 76,92% (n = 70) e 54,94% (n = 50) dos alunos consideram-se pardos. A classificação do nível de atividade física como sedentário foi igual a 13,19% da amostra e muito ativo foi de 5,50%, havendo maior prevalência de indivíduos insuficientemente ativos (70,33%). Conclui-se que os acadêmicos não praticam nenhuma atividade física e/ ou não seguem as recomendações de tempo gasto em atividades moderadas e intensas e que um número pequeno de indivíduos ativos é insuficientemente ativo. Com isso, uma mudança nos hábitos em relação a prática regular de atividade física deve ser implementada para prevenir doenças que se manifestam ao longo da vida LEVEL OF PHYSICAL ACTIVITY OF YOUNG PHYSIOTHERAPY STUDENTS FROM A PRIVATE HIGHER EDUCATION INSTITUTION IN FORTALEZA, CEARÁPhysical inactivity is one of the major risk factors for developing cardiovascular and respiratory complications as well as degenerative changes that usually manifest in the aging phase. Thus, the present study aimed to analyze the physical activity level of young physiotherapy students from a Private Higher Education Institution in Fortaleza/CE. This is a cross-sectional study with 91 students. For data collection we used the IPAQ – international questionnaire of physical activity. Data were analyzed using descriptive and inferential statistics using the statistical software Microsoft Office Excel 2013. The sample had a mean age of 23.85 ± 2.05 years, predominantly female, representing 76.92% (n = 70) and 54.94% (n = 50) of the students consider themselves brown. Physical activity level was classified as sedentary to 13.19% and highly active to 5.50%, with a higher prevalence of insufficiently active individuals (70.33%). It is concluded that the students do not practice any physical activity and/ or do not follow the recommendations of time spent in moderate and intense activities and that a small number of active individuals is insufficiently active. Therefore, a change in habits in relation to the regular practice of physical activity should be implemented to prevent diseases that manifest throughout life.

scholarly journals Introduction to academic traditions as psycho-pedagogic factor of adaptation of first year students

2019 ◽  
pp. 147-150
Author(s):  
Vladimir V. Iokhvidov ◽  
Marina Ye. Genadis ◽  
Eleonora G. Tszyu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Education Institution ◽  
Theory And Practice ◽  
First Year ◽  
Higher Education Institution ◽  
First Year Students ◽  
Situational Anxiety ◽  
Pedagogic Theory ◽  
Made In

The article is made in the framework of the study of psychological and pedagogic factors of adaptation of students who have started to attend a higher education institution. These include ceremony of initiation in the student life, that is still little considered in pedagogic theory and practice. In our research we realised identification implicitly of the academic traditions presented in activity of higher education institution.. On an experimental basis, it is proved that the organised introduction of students into academic traditions leads to an improvement, compared with students with whom such work is not carried out, adaptation to environment of a higher education institution, situational anxiety, subjective satisfaction with learning at a higher education institution, and academic success.

scholarly journals An adapted model of burnout for employees at a higher education institution in South Africa

2004 ◽  
Vol 30 (3) ◽  
Author(s):  
S. E. Coetzee ◽  
S. Rothmann
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Structural Equation ◽  
Factor Model ◽  
Survey Design ◽  
Maslach Burnout Inventory ◽  
Education Institution ◽  
Years Of Experience ◽  
Higher Education Institution ◽  
Language Groups

The objectives of this study were to test an adapted four-factor model of burnout consisting of Exhaustion, Cynicism, Professional Efficacy and Cognitive Weariness for employees of a higher education institution in South Africa and to determine differences in burnout levels between different language groups and employees with different years of experience at the institution. A crossectional survey design (N = 372) was used. The Maslach Burnout Inventory – General Survey, the Cognitive Weariness Scale and a biographical questionnaire were administered. Structural equation modelling confirmed the hypothesised four-factor model of burnout. The scales showed acceptable internal consistencies. Analysis of variance revealed differences in burnout and cognitive weariness for groups with different languages and different years of experience at the institution. Opsomming Die gesinslewensikluskonsep is as ’n hulpmiddel gebruik in marksegmentering om bemarkingstrategieë te ontwikkel. Huishoudings is egter nie altyd gesins-gebaseerd nie en kan bestaan uit enkel-, dieselde geslag-, en saamblyhuishoudings wat elkeen merkbare verskille kan toon ten opsigte van verbruikspatrone. Ondersoek is gedoen oor die huishoudingslewensiklusteorie as basis vir marksegmentering in die Suid-Afrikaanse omgewing. Die resultate dui daarop dat ofskoon die huishoudingslewensiklus bruikbaar is om tussen huishoudings te differensieer in terme van verbruiksgedrag, diè teorie nie uitsluitlik en in isolasie gebruik moet word nie vanweë die hoë vlak van binne-stadium verskillendheid.

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