Mental and Physical Health Behaviors of Doctor of Physical Therapy Students. Issue 3 (15th September 2020)

• Record Type: Journal Article
• Authors: Ellison, Jennifer; Mitchell, Katy; Bogardus, Jennifer; Hammerle, Kristi; Manara, Carly; Gleeson, Peggy
• Is Part Of: Journal of physical therapy education. Volume 34:Issue 3(2020)
• Page Start: 227
• Page End: 233
• Publication Date: 2020-09-15
• Subjects: Student mental health -- Student physical health -- DASS; Physical therapy -- Study and teaching -- Periodicals; Physical therapy -- Study and teaching; Physical Therapy (Specialty) -- education -- Periodicals; Periodicals; Fulltext; Internet Resources; Periodicals; 615.82071
• DOI: 10.1097/JTE.0000000000000141
• Languages: English
• ISSNs: 0899-1855

Abstract

Abstract : Supplemental Digital Content is Available in the Text. Abstract : Introduction: High incidences of mental health issues in the undergraduate and graduate students are reported nationwide. The purpose of this study was to assess the Doctor of Physical Therapy (DPT) students' depression, anxiety, and stress levels using the 21-item Depression, Anxiety, and Stress Scale (DASS-21) to investigate how mental and physical behaviors correlate with DPT students' mental health and to identify the coping strategies of DPT students to guide the intervention strategies of PT programs. Methods: A 49-item survey with demographic questions and 3 open-ended questions was developed to assess the students' mental and health behaviors. The DASS-21 was imbedded in the survey. Email invitations to 136 DPT students from one DPT program in the Southwestern region of the United States resulted in 59 responses. Results: Most students had normal DASS-21 scores for stress (66%), anxiety (64%), and depression (73%). However, only 46% had normal ranges for all 3 scales and a concerning number of students scored in the moderate and severe ranges for stress (19%), anxiety (25%), depression (12%), and previous suicide ideation (7%). No correlation was found between the DASS-21 scores and the gender or relationship status. No significant difference was found between the years in the program in the subscores of stress ( P = .189), anxiety ( P = .095), or depression ( P = .149). All subscores of the DASS-21 were inversely correlated with hours of sleep: stress ( r = −0.317, P = .014), anxiety ( r = −0.467, P ≤ .005), and depression ( r = −0.310, P = .017). Depression subscores were associated with lower frequency of aerobic ( r = −0.335, P = .01) and strengthening exercises ( r = −0.259, P = .049). Discussion and Conclusions: Physical therapist education programs should address the mental health issues of students by providing education on how to incorporate active positive coping strategies into their very busy lives. Students in this study are aware of healthy physical and mental strategies but do not use them consistently.