目的:健康专业学生的心理健康障碍正在增加。更复杂的是,背景不足的学生可能面临额外的压力和挑战。这项研究的目的是:1)评估职业倦怠的程度,疲惫,歧视的经验,牙科学生中存在压力,护理,职业治疗,药房,和物理治疗师专业教育计划;2)确定关键人口统计学特征是否存在显着差异(第一代大学生[FGCS],代表人数不足的少数群体[URM]的成员),或两者兼而有之);3)强调缓解学生发现的这些挑战的策略和解决方案。
方法:使用混合问题类型的牙科研究生样本的横断面调查,护理,职业治疗,药房,和2020年2月至6月的物理治疗计划。利用Maslach倦怠量表学生调查(MBI-SS)和校园气候和压力调查,计算以下感兴趣结果的平均子量表得分:MBI-SS倦怠,应力的尺寸,观察种族主义。Logistic回归分析了可能有助于解释这些结果的学生因素。内容分析检查了参与者对开放式问题的回答。
结果:有611个人完成了所有调查问题。FGCS比非FGCS更有可能报告衰竭(调整后的比值比[AOR]:1.50;95%CI:1.04-2.16),家庭压力(AOR:3.11;95%CI:2.13-4.55),和财务压力(AOR:1.74;95%CI:1.21-2.50)。URM学生报告说,他们的计划没有得到支持,并提到需要额外的支持,特别是为了幸福,从工作人员和教师。
结论:这项研究的结果与文献一致,即FGCS学生经历额外的压力源,可能导致倦怠和疲惫。URM学生报告说,他们的课程没有得到支持。这项研究的发现指出,需要领导和教师的卫生专业学校,以实施或加强现行政策,实践,以及支持URM学生和FGCS的策略。
结论:研究表明,多元化的学生团体和教师可以增强健康专业学生的教育体验,多样性加强了学习环境,提高了学习成果,准备学生照顾日益多样化的人口。然而,这项研究发现,背景不足的学生可能仍然会经历更多的倦怠,疲惫,歧视,和压力比他们的同龄人。在整个学术生涯中支持URM学生和FGCS的计划和政策可以帮助提高毕业和保留率。改善劳动力多样性。
OBJECTIVE: Mental health disorders are increasing among health profession students. Compounding this, students from underrepresented backgrounds may face additional stressors and challenges. The aims of this study were to: (1) assess the extent to which burnout, exhaustion, experiences of discrimination, and stress exist among students in dentistry, nursing, occupational therapy, pharmacy, and physical therapist professional education programs; (2) determine if there are significant differences by key demographic characteristics (those who are first-generation college students [FGCSs], a member of an underrepresented minority [URM] group, or both); and (3) highlight strategies and solutions to alleviate these challenges identified by students.
METHODS: Cross-sectional survey using a mix of question types of a sample of graduate students from dentistry, nursing, occupational therapy, pharmacy, and physical therapy programs from February to June 2020. Utilizing the Maslach Burnout Inventory Student Survey and campus climate and stress survey, mean subscale scores were calculated for the following outcomes of interest: MBI-SS burnout, dimensions of stress, and observed racism. Logistic regressions examined student factors that may help explain these outcomes. Content analysis examined participants\' responses to open-ended questions.
RESULTS: There were 611 individuals who completed all survey questions. FGCSs were significantly more likely than non-FGCSs to report exhaustion (adjusted odds ratio [aOR]: 1.50; 95% CI = 1.04-2.16), family stress (aOR: 3.11; 95% CI = 2.13-4.55), and financial stress (aOR: 1.74; 95% CI = 1.21-2.50). URM students reported not feeling supported in their program and mentioned needing additional support, particularly for well-being, from staff and faculty.
CONCLUSIONS: Findings from this study are consistent with literature that FGCSs experience additional stressors that may lead to burnout and exhaustion. URM students reported not feeling supported in their programs. This study\'s findings point to the need for leadership and faculty of health professional schools to implement or strengthen current policies, practices, and strategies that support URM students and FGCSs.
CONCLUSIONS: Research demonstrates that a diverse student body and faculty enhances the educational experience for health professional students, and that diversity strengthens the learning environment and improves learning outcomes, preparing students to care for an increasingly diverse population. However, this study finds that students from underrepresented backgrounds may still experience more burnout, exhaustion, discrimination, and stress than their peers. Programs and policies to support URM students and FGCSs throughout their academic careers can help improve graduation and retention rates, leading to improved workforce diversity.