Exploring burnout and well-being strategies for occupational therapy students : a qualitative study
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Literature Review: Burnout rates continue to grow in occupational therapy students and practitioners. Despite using coping strategies, occupational therapy students continue to experience burnout. Because of this, occupational therapy students are more likely to have worse academic outcomes and experience burnout after graduation. Purpose: The purpose of this capstone experience was to further explore occupational therapy student experiences of burnout, as well as to gain feedback on current mental health promotion strategies adapted for all occupational therapy students for continued revisions. Methods: This research study used a qualitative interpretive phenomenological approach in combination with Critical Incident Interviewing Technique to explore the experiences of burnout of occupational therapy students at the University of Missouri. A rapid interpretative phenomenological analysis (IPA) was used to analyze data collected from the interviews. Results: Three themes emerged from the data that describe student burnout experiences: contributing factors, burnout responses, and mindset. The acceptability of EMC strategies was also explored. Our findings revealed that OT students experience burnout in a cycle consisting of themes of contributing factors, burnout responses and mindset. When asked for feedback about mental health promotion strategies adapted for occupational therapy students, most strategies were well received by participants with minimal feedback and recommendations. Findings were supported by Mindset Theory and the Transactional Model of Stress and Coping. Conclusion: This study highlights how contributing factors, responses, mindsets, and strategies characterize the burnout cycle and how using mental health strategies adapted for all occupational therapy students can begin to interrupt the burnout cycle.
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