Assessing Student Stress in Clinical Laboratory Science Programs: Online Versus Face-to-Face...American Society for Clinical Laboratory Science (ASCLS) Clinical Laboratory Educators’ Conference (CLEC), February 25-27, 2016 in Minneapolis, Minnesota.
Student stress is an issue that all clinical laboratory programs must address. The amount of stress that students perceive can impact grades, physical and mental health, and learning ability. Additionally, many programs have moved to online formats in which student stress is more difficult to detect...
| Publicado en: | Clinical Laboratory Science Vol. 29; no. 2; pp. 99 - 101 |
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| Formato: | abstract proceedings research Journal Article |
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American Society for Clinical Laboratory Science
Spring2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=116067112&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 116067112 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0894959X IKL jtl: Clinical Laboratory Science issn: 0894959X maglogo: N pubinfo: dt: Spring2016 vid: 29 iid: 2 pid: 13703 pub: American Society for Clinical Laboratory Science place: Dundee, Michigan artinfo: ui: 116067112 116067112 116067112 116067112 ppf: 99 ppct: 2 formats: fmt: @attributes: type: P tig: atl: Assessing Student Stress in Clinical Laboratory Science Programs: Online Versus Face-to-Face...American Society for Clinical Laboratory Science (ASCLS) Clinical Laboratory Educators’ Conference (CLEC), February 25-27, 2016 in Minneapolis, Minnesota. aug: au: Hendrix, Ericka affil: Texas Tech University Health Sciences Center, Lubbock, Texas sug: subj: Education, Medical Laboratory Technology Technology, Medical Congresses and Conferences Minnesota Minnesota American Society for Clinical Laboratory Science ab: Student stress is an issue that all clinical laboratory programs must address. The amount of stress that students perceive can impact grades, physical and mental health, and learning ability. Additionally, many programs have moved to online formats in which student stress is more difficult to detect. This study surveyed face-to-face clinical laboratory science students and online clinical laboratory students for perceived stress and coping mechanisms to determine differences in perceived stress and coping mechanisms. This study used a causal-comparative cross sectional design using inferential statistics to determine differences in perceived stress. Non-parametric tests were used to determine the differences in frequencies of coping mechanisms. Finally, correlational studies were conducted to determine if there was a relationship between student achievement (GPA) and perceived stress scores. The results of this study indicated that there was not a significant difference between online and traditional student perceived stress. Secondly, the results indicated that there was not a significant difference between face-to-face and online students use of coping mechanisms. Finally, the results of the study showed there was a significant correlation between perceived stress and GPA for student enrolled in the face-to-face program, but this was not the result for the online students. These results are useful for administrators and faculty to develop curricula that addresses stress, coping, and academic success for both online and face-to-face clinical laboratory science programs. pubtype: Academic Journal doctype: abstract proceedings research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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