A Comparative Analysis of Perceptions of Pharmacy Students’ Stress and Stressors across Two Multicampus Universities

To compare perceived levels of stress, stressors, and academic self-efficacy among students at two multicampus colleges of pharmacy. A survey instrument using previously validated items was developed and administered to first-year, second-year, and third-year pharmacy students at two universities wi...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2016-06, Vol.80 (5), p.82-82, Article 82
Main Authors: Awé, Clara, Gaither, Caroline A., Crawford, Stephanie Y., Tieman, Jami
Format: Article
Language:English
Subjects:
Adult
Education, Pharmacy - methods
Female
Health aspects
Humans
Influence
Male
Medical students
multi-Campus
Perception
Pharmaceutical education
pharmacy students
Psychological aspects
Schools, Pharmacy
Self Efficacy
Statistics
stress
Stress (Psychology)
Stress, Psychological - psychology
Students, Pharmacy - psychology
Universities
Young Adult
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Summary:To compare perceived levels of stress, stressors, and academic self-efficacy among students at two multicampus colleges of pharmacy. A survey instrument using previously validated items was developed and administered to first-year, second-year, and third-year pharmacy students at two universities with multiple campuses in spring 2013. Eight hundred twenty students out of 1115 responded (73.5% response rate). Institutional differences were found in perceived student stress levels, self-efficacy, and stress-related causes. An interaction effect was demonstrated between institution and campus type (main or branch) for perceived stress and self-efficacy although campus type alone did not demonstrate a direct effect. Institutional and campus differences existed in awareness of campus counseling services, as did a few differences in coping methods. Stress measures were similar for pharmacy students at main or branch campuses. Institutional differences in student stress might be explained by instructional methods, campus support services, institutional climate, and nonuniversity factors.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe80582