The lived experiences of health science graduate students with anxiety and depression.

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

LEARNING ENVIRONMENTS RESEARCH Pub Date : 2022-12-30 DOI:10.1007/s10984-022-09448-4

Melissa M Sweetman, Neha Tripathi, Katherine Danella, Sara Hupp, McKenzie Muse, Taylor Rothrock, Ashton Williams

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Abstract

Health science graduate programs are intensive experiences in students' lives which can contribute to perceived symptoms of anxiety and/or depression. The consequent impact of these symptoms can have an overall effect on the graduate students' ability to participate in their daily lives, along with their program of study. The purpose of this study was to understand the lived experiences of health science graduate students who experience perceived signs and symptoms of anxiety and/or depression. An open-ended, qualitative phenomenological survey was used to understand the experiences of 56 Doctor of Occupational Therapy, Doctor of Physical Therapy, and Doctor of Pharmacy students at a university in the southeastern United States. Three themes were identified from the data: the cyclic effect of symptoms and triggers; the importance of support systems; and the benefit of coping skill utilization. Future research is needed to understand the effects of preventive and rehabilitative measures to address health science graduate students' mental health.

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患有焦虑症和抑郁症的健康科学研究生的生活经历。

健康科学研究生课程是学生生活中的一段密集经历，可能会导致焦虑和/或抑郁症状。这些症状所产生的影响会对研究生参与日常生活和学习计划的能力产生全面的影响。本研究的目的是了解健康科学研究生的生活经历，他们会感受到焦虑和/或抑郁的迹象和症状。本研究采用开放式的定性现象学调查来了解美国东南部一所大学的 56 名职业治疗博士、物理治疗博士和药学博士学生的经历。从数据中发现了三个主题：症状和诱因的循环效应；支持系统的重要性；以及利用应对技能的益处。未来的研究需要了解针对健康科学研究生心理健康的预防和康复措施的效果。

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来源期刊

LEARNING ENVIRONMENTS RESEARCH Social Sciences-Communication

CiteScore

6.70

自引率

17.20%

发文量

期刊介绍： Learning Environments Research publishes original academic papers dealing with the study of learning environments, including theoretical reflections, reports of quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, discussion of methodological issues, reports of the development and validation of assessment instruments, and reviews of books and evaluation instruments. The scope of the journal deliberately is very broad in terms of both substance and methods. `Learning environment'' refers to the social, physical, psychological and pedagogical contexts in which learning occurs and which affect student achievement and attitudes. The aim of the journal is to increase our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. Apart from classroom-level and school-level environments, special attention is given to the many out-of-school learning environments such as the home, science centres, and television, etc. The influence of the rapidly developing field of Information Technology with its whole new range of learning environments is an important aspect of the scope of the journal. A wide range of qualitative and quantitative methods for studying learning enviromnents, and the combination of qualitative and quantitative methods, are strongly encouraged. The journal has an affiliation with the American Educational Research Association''s Special Interest Group on the Study of Learning Environments. However, having Regional Editors and an Editorial Board from around the world ensures that LER is a truly international journal.