Student and Faculty Perspectives on Perceived Stress, Coping, and Educational Practice in a Community College Occupational Therapy Assistant Program

Document Type (Journals)

Original Research

Abstract

This mixed methods study examined occupational therapy assistant (OTA) students' and faculty members' perceptions of supports and challenges influencing perceived stress, with the aim of generating actionable recommendations for OTA education. While existing literature offered information regarding stressors and coping mechanisms for occupational therapy and non-traditional students, the confluence of these two identities in this OTA student population, as well as faculty perspectives, presented an underexplored area of inquiry. Specifically, this study examined how the intersection of OTA student identity and non-traditional student status influenced perceived stress, an underrepresented focus in the existing occupational therapy education literature. Data were collected through the Perceived Stress Scale-10 (PSS-10) and a student survey (n=18), followed by semi-structured interviews with OTA students (n = 5) and faculty (n = 3). Quantitative findings indicated overall moderate levels of perceived stress. Qualitative analyses identified three primary sources of stress: relational and communicative conditions, pedagogical and curricular stressors, and non-traditional student factors. Students reported relying on peer support and implementing problem-focused strategies as effective ways to manage stress, whereas institutional supports were reported to be underutilized or perceived as ineffective. Faculty participants acknowledged student stress and emphasized the importance of communication, consistency, and instructional design in supporting students. Implications of this study highlight the importance of inclusive learning environments, scaffolded curriculum structures, and experiential learning opportunities in mitigating perceived stress. This study contributes to OTA education by centering student experiences and offering actionable recommendations for educational practice.

Biography

Kristen Morgus, EdD, OTR/L is an occupational therapist and Clinical Assistant Professor in the Occupational Therapy program at the University at Buffalo. Her research focuses on occupational therapy education and student experiences related to stress and learning.

Tiffany Karalis Noel, PhD is Director of Doctoral Programs, Associate Chair of Curriculum, and Clinical Associate Professor in the Department of Learning and Instruction at the Graduate School of Education, University at Buffalo. Her research examines the structures and systems that govern educational contexts, including teacher preparation, mentoring in STEM higher education, and collaborative inquiry in applied research environments.

Christopher Stavisky, PhD, OTR/L is an occupational therapist and Clinical Assistant Professor of Rehabilitation Science at the University at Buffalo, SUNY. His research focuses on psychosocial factors and motivation within rehabilitation and education contexts.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Morgus, K., Karalis Noel, T., & Stavisky, C. (2026). Student and Faculty Perspectives on Perceived Stress, Coping, and Educational Practice in a Community College Occupational Therapy Assistant Program. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/1