MAT71004 – Introduction to Evidence for Health Science Practitioners

Introduction

The concept of resilience in psychologyrefers to the phenomenon that some people are better equipped to cope with the pressures of stress and adversity than others (Rutter, 1985). Hence, resilience is popularly known as the ability to bounce back or recover from stress(Smith et al., 2008). Bonanno(2004) expanded the concept by arguing that resilience is more than recovery; resilience also involves maintaining a stable equilibrium, or a balanced approach, in the face of stress and adversity.

There is a growing body of research exploring effective ways to build resilience as a personal resource in undergraduate students and the health science professions(McAllister & McKinnon, 2009; Smith, Tooley, Christopher, & Kay, 2010). One factor considered important is to take time to reflect upon previous successful strategies(McAllister & McKinnon, 2009). Therefore, the aim of the current study was to explore ways that undergraduate students of health sciences find balance in their lives.

Methods

Participants

All students enrolled in the MAT71004 course in semester 2, 2020 were invited take part in the survey and input their results.  

Data collection

The survey was based on the collection of qualitative data. The survey tool was hosted using an online survey platform Qualtrics (www.qualtrics.com).

Data analysis

The primary question that was asked from the respondents intended to find out what they practice in order to achieve balance in their lives. Other variables that were also asked included questions related to the gender identity and age of the students. Data was analysed by implementing a qualitative review wherein the recurrent themes within the data were identified. 

Results

A total of 37 responses were generated from the survey. Participants included 27 females and 10 males. The average age of of the participants was 31.14.

Theme 1 – Allocation of Family Time

 A recurring theme which was identified in the data analysis related to the allocation of family time. Many respondents believed that giving time to family is a priority in their lives and therefore, they chose to purposefully allocate family time in the midst of other commitments such as work. One participant reported that they prioritized meeting with family members at least once or twice a week since they live out of home.

Theme 2 – Physical Activities

Participants reported that apart from having a designated time for their family, they believed in taking some time out for themselves as well. This included participating in activities such as going to the gym. A participant quoted “Physical activity helps me relax…” Going to the gym or performing other physical tasks such as dancing and swimming were seen as ways for coping with stress. 

Theme 3 – Engaging in Hobbies

Many participants reported that engaging in hobbies such as reading a book, watching a movie or listening to music helped them rejuvenate. These techniques were identified as helpful ways of relaxing.

Discussion

The key balancing factors which were identified through this research included prioritizing family and personal time. Participants believed that these strategies helped them cope with stress and relax. Respondents’ placed great importance on engaging in physical activity as a means for keeping their mind and body healthy.

These findings have potential implications for driving university policy, particularly for students that are living away for home. These policies may cover providing students with opportunities to pursue their hobbies and encourage them to include physical activity in their daily life by investing in the construction of state-of-the-art gym facilities. Future research in the area can aim to understand how these factors affect students of different age groups differently.

Reflexivity Statement

Being a young adult who lives away from family and close-knit upbringing, I was able to identify recurring responses where participants suggested how family acted as a balancing factor in their life. Accordingly, my experiences with engaging in sports activities and gym also acted as an important factor during the analysis, as I was able to relate with the experiences of respondents who believed that going to the gym is critical to maintain balance in life and promote both physical and mental well-being. 

If the data had been collected through the quantitative method then results may been more specific and my influences as a researcher may not have affected data analysis. Additionally, the data collected may not have been representative as respondents would have been limited to choose from a specific set of options.

References

Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated the human capacity to thrive after extremely aversive events? American Psychologist, 59(1), 20.                  

McAllister, M., & McKinnon, J. (2009). The importance of teaching and learning resilience in the health disciplines: A critical review of the literature. Nurse Education Today, 29(4), 371-379. doi:https://doi.org/10.1016/j.nedt.2008.10.011        

Rutter, M. (1985). Resilience in the face of adversity: Protective factors and resistance to psychiatric disorder. The British Journal of Psychiatry, 147(6), 598-611. 

Smith, B., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International Journal of Behavioral Medicine, 15(3), 194-200.

Smith, B., Tooley, E. M., Christopher, P. J., & Kay, V. S. (2010). Resilience as the ability to bounce back from stress: A neglected personal resource? The Journal of Positive Psychology, 5(3), 166-176. doi:10.1080/17439760.2010.482186