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

Abstract

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<0.01), self-efficacy (r=0.221, p<0.05), and burnout (r=-0.468, p<0.01). Findings of this study demonstrate that greater perceived fieldwork educator