Ninth International Conference on Health, Wellness & Society

Abstract

Whole body health and wellness curriculum with a service based practical component, introduced early in the educational process, may improve the individual student’s overall wellness. Accumulated research on service based learning has found the enhancement of students’ personal development, community engagement, professional identity, faculty and institutional relationships. Students may develop coping strategies and decrease the risk of burnout while embracing their role as health promoters. The purpose of this study is to determine the effect of implementing a Wellness Clinical Practicum (WCP) in the first year of a doctoral physical therapy program on students’ risk of burnout. Participants in this study shared perceptions and beliefs around anxiety, stress and burnout. A quantitative survey administered three different times during the year and qualitative interviews were used to collect data. Three themes emerged from the qualitative analysis: preparedness, self belief/confidence and support network. Quantitative results showed statistically significant change in risk of burnout as students progress further into the program. As the role of the physical therapist of the future encompasses health promotion and wellness in the population, it seems only natural that doctoral programs include educational and practical application of coping strategies for managing anxiety, stress and decreasing the risk of burnout. The educational demands of these programs provide a perfect opportunity to put into practice tools which may ultimately lead to an improved academic experience and increased student well-being. Educational institutions have an ethical responsibility to do all that they can to manage and prevent student burnout.