Radiography (London, England : 1995) · 2025
Stress and coping mechanisms among undergraduate radiography students: A single centre study in Ghana.
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Atuwo-Ampoh V D, Whajah G, Ofori-Manteaw B, Addo P, Angaag N A
Аннотация
INTRODUCTION: Students go through various forms of stress at some point in their studies, which tend to affect their general well-being, mental state, and academic performance. This study examined stress levels and coping mechanisms among undergraduate radiography students in a Ghanaian university.
METHOD: A quantitative cross-sectional survey was employed in the study. An adopted questionnaire containing mostly closed-ended questions was used in gathering the data from radiography students in their second, third or fourth year of study. The results were then analysed using the Statistical Package of Social Sciences (SPSS) version 26.0.
RESULTS: A total of 101 students took part in the study, representing a response rate of 91 %. A significant proportion of students (40.6 %) reported very high stress levels (4.1 ± 0.9), primarily due to academic (examinations, grading system), personal (health issues, peer support), and clinical (fear of mistakes, workload) stressors. However, statistical analysis showed no significant differences in stress perception across gender (p = 0.31), accommodation status (p = 0.66), level of study (p = 0.77) or cumulative grade point average (p = 0.46). Common effects included fatigue (93.1 %), headaches (85.1 %), and difficulty concentrating (81.1 %). Coping strategies varied, with students frequently engaging in internet use (93.1 %), taking breaks (79.2 %), meditation (76.3 %) and spending time with family and friends (80.1 %).
CONCLUSION: This study identified high stress levels among undergraduate radiography students in Ghana, with academic, personal, and clinical factors as major contributors. While students adopted various coping mechanisms, institutional interventions are needed to support student well-being and academic success.
IMPLICATION FOR PRACTICE: The findings underscore the need for institutional policies that support student well-being, including structured stress management programs and modifications to academic workloads.
METHOD: A quantitative cross-sectional survey was employed in the study. An adopted questionnaire containing mostly closed-ended questions was used in gathering the data from radiography students in their second, third or fourth year of study. The results were then analysed using the Statistical Package of Social Sciences (SPSS) version 26.0.
RESULTS: A total of 101 students took part in the study, representing a response rate of 91 %. A significant proportion of students (40.6 %) reported very high stress levels (4.1 ± 0.9), primarily due to academic (examinations, grading system), personal (health issues, peer support), and clinical (fear of mistakes, workload) stressors. However, statistical analysis showed no significant differences in stress perception across gender (p = 0.31), accommodation status (p = 0.66), level of study (p = 0.77) or cumulative grade point average (p = 0.46). Common effects included fatigue (93.1 %), headaches (85.1 %), and difficulty concentrating (81.1 %). Coping strategies varied, with students frequently engaging in internet use (93.1 %), taking breaks (79.2 %), meditation (76.3 %) and spending time with family and friends (80.1 %).
CONCLUSION: This study identified high stress levels among undergraduate radiography students in Ghana, with academic, personal, and clinical factors as major contributors. While students adopted various coping mechanisms, institutional interventions are needed to support student well-being and academic success.
IMPLICATION FOR PRACTICE: The findings underscore the need for institutional policies that support student well-being, including structured stress management programs and modifications to academic workloads.