Evidence map›Paper›PMID 39574061›Full record

ArticleBMC medical education2024

Perceived stress among graduate students in health sciences at a military university: a mixed-method approach.

Omar Mushtaq, Michael Soh, Ting Dong, Steven J Durning, John Melton, Khalilah M McCants, Laura Taylor, Laura Baumann, Bolanle Olapeju

Abstract read
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In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Omar MushtaqDepartment of Preventive Medicine and Biostatistics, Uniformed Services University, 4301 Jones Bridge Rd, Bethesda, MD, 20814, USA.
Michael SohGraduate School, University of Maryland, Baltimore, MD, USA.
Ting DongDepartment of Health Professions Education, Uniformed Services University, Bethesda, MD, USA.
Steven J DurningDepartment of Health Professions Education, Uniformed Services University, Bethesda, MD, USA.
John MeltonDepartment of Health Professions Education, Uniformed Services University, Bethesda, MD, USA.
Khalilah M McCantsDaniel K, Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD, USA.
Laura TaylorDaniel K, Inouye Graduate School of Nursing, Uniformed Services University, Bethesda, MD, USA.
Laura BaumannGraduate Education Office, Uniformed Services University, Bethesda, MD, USA.
Bolanle OlapejuDepartment of Preventive Medicine and Biostatistics, Uniformed Services University, 4301 Jones Bridge Rd, Bethesda, MD, 20814, USA. bolanle.olapeju@usuhs.edu.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThere is a gap in the literature about the experiences of active-duty military students pursuing a graduate degree in health sciences at a university that emphasizes a military context. This exploratory study investigates how graduate students navigate stress in the context of a military university.

methodThe study applied a mixed-methods approach including a survey (N = 59) and in-depth interviews (N = 16) of students enrolled in a graduate program at the School of Medicine (368 students) and School of Nursing (187 students). Survey data was collected via email blasts to various health science departments. In the survey, students could opt-in to complete in-depth interviews. Survey data were analyzed using cross-tabulations while a transcendental phenomenological approach was employed to code and analyze qualitative data.

resultsSurvey findings showed that more civilian students (70.6%) felt more noticeably and severely stressed than their active-duty counterparts (64.3%). Active-duty students were more likely to see their grades as a source of stress (76.2%) than their civilian counterparts (64.7%). Active-duty students were less likely to see finances as a source of stress (67.7%) than their civilian counterparts. Active-duty students were not as connected to their families and friends as their civilian counterparts were. The interviews found that active-duty students anticipated the coursework and were adept at juggling multiple demands; whereas, the civilian students centered their concerns around culture and collaboration. Active-duty students saw their program as less of a "big deal;" whereas, civilian students highlighted how they were concerned about the program and financial situations. Active-duty students relied on technical knowledge to understand their well-being; whereas, civilian students understood their well-being in holistic terms. Active-duty students focused on the idea of the individual, and how they take personal responsibility; whereas, civilian students focused more on self-care and compassion.

conclusionThe study found how civilian and active-duty students experienced stress, stressors, and other aspects that contextualize their experience with stress. Study findings may inform the design of interventions to improve student well-being and resilience mechanisms among similar graduate school contexts.

Indexed as

Military PersonnelStress, PsychologicalAdultEducation, GraduateFemaleHumansMaleQualitative ResearchStudents, MedicalSurveys and QuestionnairesUniversitiesYoung AdultActive-dutyCopingGraduate studentsMilitaryStress

Identifiers

PMID39574061
PMCPMC11583747

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.