Student Psychosocial Well-being and Burnout During Level II Fieldwork: An Explanatory Mixed Methods Analysis

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\u3c.01), self-efficacy (r=0.221, p\u3c.05), and burnout (r=-0.468, p\u3c.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

Barriers and Facilitators of a Sense of Belonging Among Occupational Therapy Students and Faculty: A Qualitative Study Using the Ecology of Human Performance Framework

A sense of belonging significantly influences both student engagement and faculty motivation. The objective of this study was to identify the barriers and facilitators of a sense of belonging among students and faculty of an occupational therapy department. A qualitative descriptive study was conducted with fifty-one students and ten faculty recruited via non-random purposeful sampling. Data were collected through focus group discussions with students and semi-structured interviews with faculty. Both the focus group discussions and interviews were audio-recorded and transcribed by a professional transcription service. Inductive coding was used to identify initial themes, which were then deductively mapped to the context construct of the Ecology of Human Performance (EHP) Framework. Five main themes emerged from the focus group discussions with students: personal challenges and emotional stressors, triggers in the learning environment, peer support and cohort dynamics, faculty support and engagement, and cultural sensitivity and representation. Three main themes emerged from the faculty interviews: leadership and team cohesion, membership in social groups and committees, and the physical environment and proximity to students. Mapping these themes to the EHP framework revealed that the physical and social environments had the greatest impact on the sense of belonging for both students and faculty in this study. Increasing opportunities for social interactions and addressing physical barriers to student-faculty engagement can enhance the sense of belonging in occupational therapy educational settings

From Self-Soothing to Success: How Behaviors Shape Academic Outcomes.

Childhood coping mechanisms shape the development of positive behaviors, with self-soothing linked to better coping and increased prosocial actions. Students who engage in prosocial behaviors tend to excel academically, yet research rarely connects self-soothing, prosocial behavior, and academic performance. In the present study, we explore these relationships, starting with self-soothing techniques, the frequency of prosocial behaviors, and academic achievement. We hypothesize that students from low-income backgrounds will exhibit maladaptive self-soothing behaviors, leading to fewer prosocial behaviors and lower academic performance. Our second hypothesis is that students with higher GPAs will demonstrate positive self-soothing behaviors and engage in more prosocial behaviors. Our final hypothesis is that students with fewer support systems will cope poorly, exhibit fewer prosocial behaviors, and perform poorly academically, compared to their peers. We surveyed Eastern Kentucky University students to explore these hypotheses. We hope these findings help prepare students to perform better academically to decrease stress and increase positive long-term outcomes

How Sports Injuries Influence Mental Health in Ongoing Participation

Physical activity and sports are essential for maintaining both physical and mental health. Research indicates that physical activity and sports engagement have numerous mental health benefits, such as improved mood and reduced anxiety. However, regardless of the sport you play or the way you choose to stay active, encountering mental barriers at some point is inevitable. These challenges may manifest as anxiety, body dysmorphia, injuries, substance abuse, sleep disorders, or stress. However, when an injury occurs, these benefits may be overshadowed by the negative psychological effects that follow (Congsheng et al., 2022). Injuries often disrupt daily routines, limit mobility, and affect an individual\u27s sense of identity, particularly for student-athletes who rely heavily on their physical capabilities. In such cases, mental health issues like anxiety and depression may emerge, exacerbating the recovery process. In addition, involuntary retirement from sports due to injuries has been linked to severe mental health consequences, including feelings of loss, frustration, and isolation, this can be especially pronounced in athletes who view sports as a core part of their identity (Kerr et al., 2014; Furie et al., 2023). This study aims to explore how the mental health of athletic students is affected by injuries and the subsequent physical adjustments required during recovery, such as wearing orthotic devices. Based on the findings of existing literature, it is hypothesized that physically active individuals and athletes who experience injuries are more likely to face increased levels of anxiety and depression. This psychological impact can further affect their overall motivation, psychological health, and capacity to return to their previous level of activity (Jakum, 2023). The insights gained from this study aim to provide a better understanding of the intricate relationship between physical injuries and mental health, ultimately contributing to more effective support systems for injured athletes

The Implications of Artificial Intelligence in Parks and Recreation

Artificial intelligence (AI) is increasingly being integrated into parks and recreation management, offering both opportunities and challenges. AI-powered tools, such as chatbots for visitor assistance, predictive analytics for trail and facility maintenance, and drone surveillance for wildlife monitoring, can improve efficiency and sustainability in park operations. However, the adoption of AI also raises concerns regarding data privacy, job displacement, and the potential loss of human-centered engagement in recreational spaces. By examining case studies and emerging technologies, the benefits and limitations of AI in parks and recreation become clear. Understanding these implications is crucial for balancing technological advancements with the core values of accessibility, environmental stewardship, and community engagement in outdoor spaces

Ending Period Poverty in Kentucky: Promotion of Occupational Justice

The OTS 470S Ethics in Occupational Therapy chose to advocate for House Bill 74 (HB 74) in the Kentucky 2025 Regular Session. This bill seeks to provide free feminine hygiene products to elementary and secondary students. As of February 4, 2025, HB 74 was moved to the House Appropriations and Revenue Committee, which discusses financial matters associated with government spending if this bill were passed. This bill is an essential step in ensuring young girls have access to feminine hygiene products during school to promote uninterrupted education and health. Ensuring access to necessary hygiene products enhances personal hygiene and overall quality of life for school students. This bill promotes occupational justice by reducing the absences in schools relating to lack of menstrual products, giving all students a fair opportunity to be an active participant in their education. This bill passing will support low-income families providing access to feminine hygiene resources regardless of financial burdens. HB 74 aligns with 28 other states and the US federal government that already have this policy in place, pushing the state of Kentucky to follow in their footsteps by taking action to end period poverty. By advocating for House Bill 74, we are investing in not only the health but the education and success of our own young students in Kentucky

Health Disparities with People with Rheumatoid Arthritis

In this literature review, health disparities with people with rheumatoid arthritis was investigated. Insufficient management of rheumatoid arthritis (RA) contributes to poorer outcomes, increased disability, and reduced quality of life. Marginalized populations, particularly those from low socioeconomic backgrounds, racial and ethnic minorities, and rural communities, face significant health disparities. These health disparities lead to delayed diagnosis and treatment, limited access to specialists, and financial burdens, exacerbating RA-related challenges for individuals and the healthcare system. Holistic approaches for improving healthcare access, such as telehealth and specialty pharmacy programs, can provide education on disease management, which can increase health literacy and help bridge the gap between marginalized populations and equitable healthcare

The Dark Triad and Digital Politics: Personality, Behavior, and Parasocial Bonds in the U.S 2024 Election

In a time when online interactions are so ubiquitous and frequent, understanding the dynamics between individuals engaging in online discourse, through their personality traits and parasocial relationships, has become increasingly important. While research has been conducted on these constructs separately, little is known about how they interact. This study aims to determine the effects of Dark Triad personality traits (psychopathy, narcissism, and Machiavellianism) on online behaviors and parasocial relationships with U.S presidential candidates in the 2024 election. With an expected total of 425 participants, the sample will be recruited from the undergraduate participant pool at Eastern Kentucky University and Prolific. All participants will complete questionnaires about perceived severity of abuse and victim blaming, political parasocial relationships, Dark Triad traits, self-control, and political extremism. It is hypothesized that individuals scoring high in Dark Triad traits, who regularly engage in politics, will demonstrate more political extremism and resulting parasocial relationships. It is also predicted that psychopathy and machiavellianism will be more predictive of engaging in negative online behaviors, and that self-control will moderate the associations between Dark Triad traits and negative online behaviors

Law Enforcement in Kentucky Schools - Student Interactions and Current Practices

This mixed-methods study investigates the role of school resource officers (SROs) in Kentucky and describes their interactions with students. This study aimed to provide a comprehensive understanding of how SROs interact with students and the implications of those interactions. The quantitative phase of the research involved a secondary analysis of student behavior violation data and the reported outcomes for students. Data indicated that student interaction with SROs did not lead to a significant student arrest rate. In the qualitative phase of the study, a focus group was conducted with school resource officers to explore their daily interactions with students. Qualitative data analysis focused on identifying themes and patterns in the narratives shared by participants to provide insights into the complexities of the relationships between SROs and students. The collected data indicated that school resource officers spend significant time in school as informal counselors and mentors

Pitch it Big: Cultivating Entrepreneurism Through Use of an Innovative Competitive Business Plan and Presentation

This educational innovation aimed to explore the effectiveness of a student assignment titled ‘Pitch it Big,’ designed to enhance understanding of the business aspects outlined in the accreditation standards for occupational therapy programs. Limited research evidence exists for business education related to occupational therapy. Working in self-chosen groups based on their targeted area of interest, students collaboratively wrote a business plan for a fictitious occupational therapy business or product invention. Students then participated in a competition modeled after the popular television program Shark Tank, where they pitched their business proposals to a panel of experts acting as judges. The panel included a physical therapist, a nurse, a health sector not-for-profit director, and a business data analyst. Judges utilized a rubric to score students on specified business criteria, and winners received non-cash prizes. A pre-post survey administered to 21 master’s students in occupational therapy indicated improved knowledge in the business aspects of practice, suggesting promising preliminary outcomes for this method of business instruction. The most significant increases in knowledge were in business plan development (54%) and financial management (46%). The post-survey also included open-ended questions that revealed qualitative themes, indicating that students valued the active learning components of the assignment and believed it would help them pursue entrepreneurial endeavors. Replicating this innovation across larger sample sizes is necessary to validate these outcomes