This cross-sectional study with a mixed-methods design aimed to identify stressors and evaluate coping strategies in undergraduate physiotherapy students at a Swiss school of health professions.
For quantitative data collection, six cohorts of undergraduate physiotherapy students (n = 336, in the 1st, 3rd, and 5th semester), enrolled at the same Swiss University of Applied Sciences, received a QR code to complete the Perceived Stress Questionnaire (PSQ) online. A stress score between 0 (no stress perceived) and 100 (maximum stress perceived) can be calculated from a completed PSQ. A Shapiro-Wilk test was applied to test for normal distribution of stress scores. A paired t-test was used for inter-cohort comparisons. The level of significance was set at p0.05). For qualitative data collection, six focus groups with students (n = 32) from all cohorts were organized to evaluate stressors and discuss coping strategies. During the focus groups, which followed a semi-structured interview guideline, the students’ statements were written down and immediately analyzed using the Knowledge Mapping method.
Of all returned questionnaires (n = 242), 43.8% were completely answered (n = 106). The analysis showed a normal distribution of stress scores among all students, with a mean stress score of 46.0 points (range 7 – 85 points). The most advanced students, in the 5th semester, had significantly higher stress scores than students in the 3rd semester (p=0.029). Comparisons between students of the 5th and the 1st semester (p = 0.233), as well as between students of the 3rd and the 1st semester (p = 0.278), were not significant. During the focus group discussions, several specific stressors during modules at the university could be identified. Those included exams, time pressure, and high personal expectations. During practical internships in various health institutions, stressors such as “institution far away from home” or “difficulty to reach the workplace”, and factors related to the students’ clinical supervisors during the internship or the health institution itself were mentioned. Doing sports, receiving social support from family and friends, and practicing self-care were identified as effective coping strategies.
The study provides useful information to adapt the curriculum, and to develop interventions aiming to prevent and managing stress among undergraduate physiotherapy students. Future studies should investigate whether the implemented tools are effective and help students to stay mentally healthy during the study years. Additionally, stressors and coping strategies of master physiotherapy students could be evaluated.
Programs to improve self-care, time management, and emotional regulation should be integrated into the curriculum to provide effective tools against stress for undergraduate physiotherapy students.
stress
coping strategies
