Department of Physical Therapy Student Theses, Dissertations and Capstones

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy (PhD) in Physical Therapy

Copyright Statement

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

First Advisor

Jennifer Canbek

Date of original Performance / Presentation

January 2023

Publication Date / Copyright Date

1-1-2023

Abstract

Background: Graduate physical therapy students experience higher levels of perceived stress than age and gender-matched peers that can negatively impact physical health, academic performance, self-efficacy, professional behavior, and critical thinking skills. A gap exists in implementing and understanding interventions that positively impact stress, anxiety, and resilience in Doctor of Physical Therapy (DPT) students. Design: Sequential Explanatory Mixed-Methods Design Participants: Current DPT students (N=68). Methods: DPT program directors from 271 programs were contacted to forward information about the study to DPT students. Participants completed demographic surveys, PSS, STAI, RS14, and MAAS pre-post-test outcome measures and were randomly assigned to a mindfulness meditation intervention group or active-control slow breathing group for 4 weeks. After the intervention period, 14 interviews were completed with participants from the intervention group. Results: Perceived stress scores did not change significantly as a function of time and condition for any of the participants in the sample. State and trait anxiety scores changed significantly over time, but those changes did not depend on condition. Resilience scores did not change significantly as a function of time and condition for any of the participants in the sample. Mindfulness scores changed significantly over time, but those changes did not depend on condition. The comparison of PSS, STAI, RS14, and MAAS scores among DPT students’ year in program showed that the interaction effect was nonsignificant for all outcome measures. When examining the relationship between demographic and situational characteristics to PSS, STAI, RS14, and MAAS scores, state and trait anxiety scores decreased significantly, independent of factors that were examined. PSS, RS14, and MAAS scores had several significant changes related to demographic and situational characteristics. Three major themes emerged from the data: Theme 1- A Learning Curve: Balance and Boundaries (sub-themes: Prioritizing Humanity in the DPT Program, Recognizing the Value of Strength in Community), Theme 2- Successful Adaptation, Theme 3- Emotional Regulation and Empowerment (sub-themes: Appreciating Autonomous Decision-making Opportunities, Acceptance). Conclusion: Mindfulness meditation and slow breathing practices may be low-cost and efficient options to improve student wellness within the DPT program curriculum. Implementation of self-care routines could improve the academic experience and future clinical practice.

Disciplines

Physical Therapy

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