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Student Psychosocial Well-Being and Burnout during Level II Fieldwork: An Explanatory Mixed Methods Analysis

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Title: Student Psychosocial Well-Being and Burnout during Level II Fieldwork: An Explanatory Mixed Methods Analysis
Language: English
Authors: Grace V. Perry, Katherine F. Varughese, Yongyue Qi, Cary Moore, Vanessa D. Jewell
Source: Journal of Occupational Therapy Education. 2025 9(1).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Occupational Therapy, Allied Health Occupations Education, Field Experience Programs, Clinical Experience, Clinical Teaching (Health Professions), Practicum Supervision, Supervisor Supervisee Relationship, Stress Management, Burnout, Self Efficacy, Coping, Well Being, Experiential Learning, Role Perception, Expectation, Interpersonal Communication
ISSN: 2573-1378
Abstract: The purpose of this study was to explore the influence fieldwork educator support has on stress, burnout, and self-efficacy, and examine how both students and fieldwork educators support student psychosocial well-being and protective factors during Level II fieldwork (FWII). An explanatory sequential mixed method design was used, including a student cross-sectional survey (n=129) followed by one student (n=5) and two fieldwork educator focus groups (n=12). Outcome measures utilized for the cross-sectional survey included the Perceived Stress Scale, self-developed Perceived Fieldwork Educator Support Questionnaire, Oldenburg Burnout Inventory, and New General Self-Efficacy Scale. Results showed that statistically significant correlations existed among perceived fieldwork educator support and the following: stress (r=-0.443, p<0.01), self-efficacy (r=0.221, p<0.05), and burnout (r=-0.468, p<0.01). Findings of this study demonstrate that greater perceived fieldwork educator support was linked to lower stress, lower burnout, and greater self-efficacy. Themes identified included factors that influenced fieldwork student well-being during FWII; roles perceptions and expectations affected experiential education success; communication was key for promoting student well-being and collaborative relationships; and opportunities to improve experiential education. Protective factors preventing the development of stress and burnout for students included high self-efficacy and perceived fieldwork educator support. Results from this study can assist fieldwork coordinators and fieldwork sites with program development that promotes student psychosocial well-being and supportive relationship building between students and fieldwork educators during FWII.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459970
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Student Psychosocial Well-Being and Burnout during Level II Fieldwork: An Explanatory Mixed Methods Analysis
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: The purpose of this study was to explore the influence fieldwork educator support has on stress, burnout, and self-efficacy, and examine how both students and fieldwork educators support student psychosocial well-being and protective factors during Level II fieldwork (FWII). An explanatory sequential mixed method design was used, including a student cross-sectional survey (n=129) followed by one student (n=5) and two fieldwork educator focus groups (n=12). Outcome measures utilized for the cross-sectional survey included the Perceived Stress Scale, self-developed Perceived Fieldwork Educator Support Questionnaire, Oldenburg Burnout Inventory, and New General Self-Efficacy Scale. Results showed that statistically significant correlations existed among perceived fieldwork educator support and the following: stress (r=-0.443, p&lt;0.01), self-efficacy (r=0.221, p&lt;0.05), and burnout (r=-0.468, p&lt;0.01). Findings of this study demonstrate that greater perceived fieldwork educator support was linked to lower stress, lower burnout, and greater self-efficacy. Themes identified included factors that influenced fieldwork student well-being during FWII; roles perceptions and expectations affected experiential education success; communication was key for promoting student well-being and collaborative relationships; and opportunities to improve experiential education. Protective factors preventing the development of stress and burnout for students included high self-efficacy and perceived fieldwork educator support. Results from this study can assist fieldwork coordinators and fieldwork sites with program development that promotes student psychosocial well-being and supportive relationship building between students and fieldwork educators during FWII.
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  Data: 2025
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  Data: EJ1459970
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1459970
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Allied Health Occupations Education
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Clinical Experience
        Type: general
      – SubjectFull: Clinical Teaching (Health Professions)
        Type: general
      – SubjectFull: Practicum Supervision
        Type: general
      – SubjectFull: Supervisor Supervisee Relationship
        Type: general
      – SubjectFull: Stress Management
        Type: general
      – SubjectFull: Burnout
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Well Being
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Role Perception
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      – SubjectFull: Expectation
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
    Titles:
      – TitleFull: Student Psychosocial Well-Being and Burnout during Level II Fieldwork: An Explanatory Mixed Methods Analysis
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              Y: 2025
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