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The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test
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Published on: November 19, 2015

Role strain in occupational therapy fieldwork educators.

Rebecca Barton1, Ashley Corban, Lauren Herrli-Warner

  • 1School of Occupational Therapy, University of Indianapolis, Indianapolis, IN 46227, USA. rbarton@uindy.edu

Work (Reading, Mass.)
|January 18, 2013
PubMed
Summary
This summary is machine-generated.

Occupational therapy fieldwork educators report moderate to low role strain, with those having 5-10 years of experience experiencing the most. Strategies to reduce role strain are needed in healthcare.

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Area of Science:

  • Occupational Therapy
  • Healthcare Education
  • Professional Development

Background:

  • Fieldwork education is crucial for occupational therapy students.
  • Fieldwork educators face unique challenges in supervising students.
  • Understanding educator role strain is vital for program sustainability.

Purpose of the Study:

  • To assess the level of role strain experienced by occupational therapy fieldwork educators.
  • To identify factors contributing to role strain in this population.

Main Methods:

  • A convenience sample of occupational therapy fieldwork educators was surveyed.
  • The Role Strain in Occupational Therapy Fieldwork Educators Inventory was utilized.
  • Qualitative and quantitative data were collected and analyzed.

Main Results:

  • The overall mean role strain score was 2.34/5, indicating moderate to low strain.
  • Educators with 5-10 years of experience reported the highest levels of role strain.
  • Participants in pediatric settings experienced moderate role strain.

Conclusions:

  • Key stressors include managing job expectations and time constraints.
  • Developing strategies to mitigate role strain is a priority.
  • Addressing role strain can enhance the quality of fieldwork education.