Factors related to coping strategies during Japanese physical therapy students' clinical practice.
Daisuke Higuchi, Ayumi Echigo
PMID 28878475WHAT IT FOUND
Japanese physical therapy students who reported higher daily-life self-esteem and positive thinking also reported more affirmative interpreting after clinical practice.
Emotional/companionship support was linked with more avoidance coping. Supervising PTs can watch for low daily-life self-esteem or positive thinking.
Key findings
01Higher daily-life self-esteem and positive thinking were associated with more reported affirmative interpreting during clinical practice.
02Higher daily-life knowledge summarization and self-esteem were associated with less reported giving up, and knowledge summarization was associated with more reported planning.
03Informational/instrumental support was associated with more reported information gathering and planning, while emotional/companionship support was associated with more reported avoidance coping.
STILL TO COME
How it was doneWhat they foundWhat it means for PTs
Read the rest of this summary
You get three full summaries a month, free, and we do not ask for a card. Search, the TL;DRs and your library stay unlimited either way.
What it does not show
The study was cross-sectional, so it measured daily-life social skills and support after clinical practice and cannot show which came first or whether they caused coping choices. 56 students provided valid questionnaire data, and the authors noted possible over-reporting or under-reporting of social skills and support. The valid response rate was 73.7%, and the authors described the response rate as low. The sample was third-year Japanese physical therapy students at two schools, so it may not apply to other students, therapists, or patients. The coping scale was modified from its original daily-stress wording to refer to clinical practice.
Declared interests
No funding or conflict of interest statement is provided in the supplied text.
The easy way to misread this
Do not read these associations as proof that teaching social skills or changing support will reduce student burnout. The study was cross-sectional, self-reported, and did not test an intervention.