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Stress Experienced by First-Year Stu...

Verdone, Melinda .

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Stress Experienced by First-Year Students in Graduate-Level Health Care Professional Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Stress Experienced by First-Year Students in Graduate-Level Health Care Professional Programs./
Author:	Verdone, Melinda .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	103 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Higher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27543651
ISBN:	9781392666753

Stress Experienced by First-Year Students in Graduate-Level Health Care Professional Programs.
Verdone, Melinda .

Stress Experienced by First-Year Students in Graduate-Level Health Care Professional Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 103 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ed.D.)--Edgewood College, 2020.

This item must not be sold to any third party vendors.

Graduate-level professional school attendance has shown to elicit high stress levels from its students, but very little is known about stress and sources of stress during the transition from undergraduate to professional school. The purpose of this study was to determine perceived stress and basic need satisfaction of first-year health care professional students during their transition from undergraduate institutions to professional school. The study was conducted at a graduate-level professional health sciences university located in the Midwest. For this study, all first-year professional students enrolled in the dental, medical, optometry, and pharmacy programs were surveyed using the Perceived Stress Scale (PSS-10) and Basic Need Satisfaction Inventory (BNSI). Three key findings emerged from this study: (1) first-year professional students showed high levels of stress compared to the general population, (2) female health care professional students were more stressed than their male counterparts, and (3) basic need satisfaction was predictive of perceived stress for first-year health care professional students. Stress impacts the learning process, which affects both students and faculty. Leaders of professional institutions cannot fulfill their mission of providing a high-quality professional education without addressing the high stress levels of their students. Utilizing the findings from this study, an integrated framework for transitional well-being of first-year health care professional students based on Schlossberg's transition theory and Maslow's hierarchy of needs is proposed. This integrated framework serves as a useful tool for faculty and leaders of health care professional institutions to promote the well-being of their first-year professional students in transition.

ISBN: 9781392666753Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Health care

Stress Experienced by First-Year Students in Graduate-Level Health Care Professional Programs.
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500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
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520 $a Graduate-level professional school attendance has shown to elicit high stress levels from its students, but very little is known about stress and sources of stress during the transition from undergraduate to professional school. The purpose of this study was to determine perceived stress and basic need satisfaction of first-year health care professional students during their transition from undergraduate institutions to professional school. The study was conducted at a graduate-level professional health sciences university located in the Midwest. For this study, all first-year professional students enrolled in the dental, medical, optometry, and pharmacy programs were surveyed using the Perceived Stress Scale (PSS-10) and Basic Need Satisfaction Inventory (BNSI). Three key findings emerged from this study: (1) first-year professional students showed high levels of stress compared to the general population, (2) female health care professional students were more stressed than their male counterparts, and (3) basic need satisfaction was predictive of perceived stress for first-year health care professional students. Stress impacts the learning process, which affects both students and faculty. Leaders of professional institutions cannot fulfill their mission of providing a high-quality professional education without addressing the high stress levels of their students. Utilizing the findings from this study, an integrated framework for transitional well-being of first-year health care professional students based on Schlossberg's transition theory and Maslow's hierarchy of needs is proposed. This integrated framework serves as a useful tool for faculty and leaders of health care professional institutions to promote the well-being of their first-year professional students in transition.
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