Factors Contributing to Burnout and Well-Being in Physical Therapist Students

Allison L. Smith, J. Ellison, J. Bogardus, P. Gleeson
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引用次数: 2

Abstract

Introduction. Burnout is a syndrome resulting from chronic workplace stress that has not been successfully managed. Prevention and management of burnout in the doctor of physical therapy (DPT) student population may help reduce the development of burnout later in their work life. Review of Literature. Few published studies assessing burnout have been conducted with physical therapist students. In studies with medical and nursing students, individual factors that influence the development of burnout include reduced level of physical activity, reduced level of social support, not experiencing positive life events, increased fatigue, increased stress, and decreased resilience. Environmental factors that influence the development of burnout include grading scheme and perceptions of the learning environment. Subjects. Participants included 20 DPT students from across the United States. Method. A total of 522 students from a previous study who volunteered for the present grounded theory qualitative study were stratified by burnout group (burnout and nonburnout) and geographic region. Once stratified, students were randomized and then contacted through email to set up an interview time to participate in a Zoom audio interview. A total of 20 semistructured interviews were completed ranging from 20 to 40 minutes. Results. Three major themes emerged from the data, each with 3 subthemes. The major themes included burnout experience, factors that negatively affected well-being, and factors that positively affected well-being. Discussion and Conclusion. The results of this study indicate that DPT students experienced burnout as a combination of exhaustion, disengagement, and chronic overload. Factors that negatively affected well-being while in DPT school included unmanageable stress, an excessive workload, and time pressures. Factors that positively affected well-being while in DPT school included prioritizing time, support from faculty, friends, and family, and self-awareness.
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影响物理治疗师学生倦怠和幸福感的因素
介绍倦怠是一种由长期工作压力引起的综合征,但尚未得到成功控制。预防和管理物理治疗医生(DPT)学生群体的倦怠可能有助于减少他们以后工作生活中的倦怠发展。文献综述。很少有已发表的研究对物理治疗师的学生进行倦怠评估。在对医学和护理专业学生的研究中,影响倦怠发展的个体因素包括体力活动水平降低、社会支持水平降低、没有经历积极的生活事件、疲劳增加、压力增加和恢复力下降。影响倦怠发展的环境因素包括评分方案和对学习环境的感知。受试者。参与者包括来自美国各地的20名DPT学生。方法来自先前研究的522名自愿参加本基础理论定性研究的学生按倦怠组(倦怠和非倦怠)和地理区域进行了分层。分层后,学生被随机分组,然后通过电子邮件联系,确定参加Zoom音频面试的面试时间。总共完成了20次半结构化访谈,时间从20到40分钟不等。后果数据中出现了三个主要主题,每个主题有3个子主题。主要主题包括倦怠经历、对幸福感产生负面影响的因素和对幸福感有积极影响的因素。讨论和结论。本研究的结果表明,DPT学生经历的倦怠是疲惫、脱离和长期超负荷的综合表现。在DPT学校期间,对幸福感产生负面影响的因素包括难以控制的压力、过度的工作量和时间压力。在DPT学校期间,积极影响幸福感的因素包括优先考虑时间、来自教师、朋友和家人的支持以及自我意识。
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Assessment of Gender Differences in Letters of Recommendation for Physical Therapy Residency Applications. Do We Make a Difference? The Effect of a Doctor of Physical Therapy Program Curriculum on Student Cultural Competence. Student Pedagogical Consultants: A Strategy for Increasing Diversity, Equity, Inclusivity, and a Sense of Belonging in Curricular Approaches in Physical Therapist Education. Influencing Physical Therapist's Self-efficacy for Musculoskeletal Ultrasound Through Blended Learning: A Mixed Methods Study. A Continuous Quality Improvement Framework for Sustainable Action and Advancement of Diversity, Equity, Inclusion, and Belonging in Physical Therapy.
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