Cat Tram B, El-Ibiary Shareen Y, Lee Kelly C
UC San Francisco School of Pharmacy, San Francisco, CA 94143, USA.
College of Pharmacy-Glendale Campus, Midwestern University, Glendale, AZ 85308, USA.
Pharmacy (Basel). 2024 Aug 5;12(4):121. doi: 10.3390/pharmacy12040121.
The coronavirus disease 2019 (COVID-19) pandemic significantly impacted pharmacy students' education and well-being. The primary aim of this study was to evaluate the effects of the pandemic on students' perceived stress by comparing third- and fourth-year students from the pre-pandemic Class of 2019 with mid-pandemic Class of 2021 at two public institutions. Secondary aims were to evaluate the pandemic effects on students' academic and professional development skills and practice readiness. The Perceived Stress Scale (PSS) and the Brief Coping Orientation to Problems Experienced (COPE) scale were used to measure student well-being. Students' self-rated problem-solving, time management, and study skills were used to measure their academic and professional development; practice readiness was measured using students' self-rated confidence levels. PSS scores were significantly higher in mid-pandemic than pre-pandemic students, and the Brief COPE avoidant coping subscale differed between pre-pandemic and mid-pandemic students. No differences were found in any academic and professional development skills between the pre- and mid-pandemic students, and there were significant improvements in student confidence levels for practice readiness among the mid-pandemic students. In conclusion, the pandemic appeared to affect students' stress and avoidant coping mechanism but had variable effects on academic and professional development and practice readiness.
2019年冠状病毒病（COVID-19）大流行对药学专业学生的教育和福祉产生了重大影响。本研究的主要目的是通过比较两所公立机构中2019级疫情前的三年级和四年级学生与2021级疫情中期的学生，评估大流行对学生感知压力的影响。次要目的是评估大流行对学生学术和专业发展技能以及实践准备情况的影响。使用感知压力量表（PSS）和经历问题的简短应对取向（COPE）量表来衡量学生的福祉。学生的自我评定的解决问题能力、时间管理能力和学习技能用于衡量他们的学术和专业发展；实践准备情况通过学生的自我评定信心水平来衡量。疫情中期学生的PSS得分显著高于疫情前的学生，疫情前和疫情中期学生在简短COPE回避应对子量表上存在差异。疫情前和疫情中期学生在任何学术和专业发展技能方面均未发现差异，疫情中期学生在实践准备的信心水平上有显著提高。总之，大流行似乎影响了学生的压力和回避应对机制，但对学术和专业发展以及实践准备情况有不同的影响。
