Perceptions of stress, time management and coping strategies of speech pathology students on clinical placement

Abstract

Speech Pathology students in Australia complete clinical placements as part of their professional preparation. Stress levels experienced by students while on clinical placement can impact on their ability to learn and cope within the workplace. This study explores potential sources of stress for students while on clinical placement and uncovers that differences in the way students and clinical educators perceive how time is spent during clinical placements may be a factor in student stress. In addition, students' time management abilities were measured using the Australian Time and Organisation Management Scale (ATOMS) over a one year period to determine the impact of clinical placements on the development of abilities in this area. Clinical Educators also rated students' time management abilities during clinical placements to determine the extent to which students and clinical educators agree about their time management abilities. The study also investigates the stress levels of students on clinical placement and how students cope with their stress. The majority of students minimized the impact of external sources of stress, developed time management abilities and used appropriate coping strategies to keep stress to a moderate level during their clinical placements.

Facilitating Speech-Language Pathology Graduate Students' Ability To Manage Stress: A Pilot Study

“…The one article we found from these searches investigated the perceptions of stress experienced by Australian students majoring in speech pathology during their clinical placements and the coping skills they used to deal with it (Lincoln et al, 2004). The authors asked bachelor's-level students to complete questionnaires at three different times (i.e., at the end of their 3rd year, in the first semester of their 4th year, and at the end of their 4th year).…”

“…During the second testing session, the Perceived Stress Scale (PSS; Cohen, Kamarck, & Mermelstein, 1983) and a 60-item coping inventory were also administered. On the basis of the data collected, Lincoln et al (2004) suggested that although the students reported moderate levels of stress, the levels of stress were not high enough to result in negative consequences to the students during their clinical placements. Additionally, student responses indicated that they engaged in appropriate coping strategies.…”

“…Many people cope effectively with small, occasional stressors. Indeed, a certain level of stress is necessary for growth, and some individuals become more productive under stressful conditions (Lincoln, Adamson, & Covic, 2004;Rizzolo, Zipp, Stiskal, & Simpkins, 2009;Ross, 2011).…”

“…When stress is not well managed, however, it can become chronic, and a host of debilitating and lifethreatening conditions may ensue, such as impaired immune system functioning; increased inflammation; decreased bone density; memory loss; weight gain; and increased blood sugar, cholesterol levels, and triglycerides (McCall, 2007). Additionally, high levels of stress can adversely affect individuals' productivity and overall attitudes (Lincoln et al, 2004;Ross, 2011).…”

Efficacy of Learning Modules to Enhance Study Skills

“…For example, these studies have looked at time management practices [19], critical thinking skills and strategies for learning success in relation to their effects on anxiety [1], stress life satisfaction, motivation, academic performance, and overall coping strategies [9]. These studies took place in multiple settings such as virtual classrooms and learning course-specific modules online lecture classrooms and working at home and examined varying student populations such as high school [6], college [2,11,12], undergraduate university (17) and both part-time and full-time students [13], as well as working professionals [11].…”