School of Physiotherapy, Trinity Centre for Health Sciences, St. James's Hospital, Dublin 8, Ireland.
Physiotherapy. 2010 Sep;96(3):206-12. doi: 10.1016/j.physio.2010.01.005. Epub 2010 Apr 8.
Professional education can be a stressful experience for some individuals, and may impact negatively on emotional well-being and academic performance. Psychological morbidity and associated sources of stress have not been investigated extensively in physiotherapy students. This study explored sources of stress, psychological morbidity and possible associations between these variables in undergraduate physiotherapy students.
A questionnaire-based survey. The Undergraduate Sources of Stress Questionnaire was used to identify sources of stress, and the General Health Questionnaire-12 (GHQ-12) was used to rate the prevalence of psychological morbidity, using a conservative GHQ threshold of 3 to 4 to determine probable 'cases'. Uni- and multivariate tests of correlation were used to analyse the data.
An Irish educational institution.
One hundred and twenty-five physiotherapy undergraduate students.
More than one-quarter of all students (27%) scored above the GHQ threshold, indicating probable psychological morbidity. This is higher than the level of psychological morbidity reported by the general population. Regression analysis showed that academic (beta=0.31, P<0.001) and personal (beta=0.50, P<0.001) sources of stress subscales were significant coefficients, explaining 48% of the variance in psychological morbidity after controlling for part-time employment and hours spent studying. Individual significant items from these subscales were stressful events (beta=0.24, P=0.004), mood (beta=0.43, P< or =0.001) and overall level of stress (beta=0.35, P< or =0.001).
The results highlighted the emotional vulnerability of a significant proportion of physiotherapy students, with academic and personal issues being the greatest concern. While personal causes of stress such as stressful events and mood are more difficult to control, manipulation of curricular factors may have positive effects on academic sources of stress.
对于某些人来说，专业教育可能是一段充满压力的经历，并且可能对情绪健康和学业成绩产生负面影响。在物理治疗专业的学生中，尚未广泛研究心理病态和相关压力源。本研究探讨了本科物理治疗学生的压力源、心理病态及其之间可能的关联。
基于问卷调查的研究。使用本科压力源问卷确定压力源，使用一般健康问卷-12（GHQ-12）评估心理病态的发生率，采用保守的 GHQ 阈值 3 到 4 来确定可能的“病例”。采用单变量和多变量相关检验分析数据。
爱尔兰教育机构。
125 名物理治疗本科学生。
超过四分之一的学生（27%）的 GHQ 评分超过阈值，表明可能存在心理病态。这一比例高于一般人群报告的心理病态水平。回归分析显示，学业（β=0.31，P<0.001）和个人（β=0.50，P<0.001）压力源分量是显著的系数，在控制兼职工作和学习时间后，解释了心理病态变异的 48%。这些分量表中的个体显著项目是应激事件（β=0.24，P=0.004）、情绪（β=0.43，P<或=0.001）和总体压力水平（β=0.35，P<或=0.001）。
结果突出了相当一部分物理治疗学生的情绪脆弱性，学业和个人问题是最大的关注点。虽然个人压力源，如应激事件和情绪，更难控制，但对课程因素的操纵可能会对学业压力源产生积极影响。
