Identifying strategies for stress self management of pharmacy student at nguyen tat thanh university and suggesting some strategies

MINISTRY OF EDUCATION AND TRAINING NGUYEN TAT THANH UNIVERSITY --- LÊ BẬT LINH IDENTIFYING STRATEGIES FOR STRESS SELF-MANAGEMENT OF PHARMACY STUDENT AT NGUYEN TAT THANH UNIVERSITY AND

MINISTRY OF EDUCATION AND TRAINING

NGUYEN TAT THANH UNIVERSITY

-

LÊ BẬT LINH

IDENTIFYING STRATEGIES FOR STRESS SELF-MANAGEMENT OF PHARMACY STUDENT AT NGUYEN TAT THANH UNIVERSITY AND

SUGGESTING SOME STRATEGIES

DISSERTATION SUBMITTED IN FULFILMENT OF THE

REQUIREMENTS FOR THE PHARMACIST – ACADEMIC YEAR

2018 – 2019

HCM City – 2019

MINISTRY OF EDUCATION AND TRAINING

NGUYEN TAT THANH UNIVERSITY

-

LÊ BẬT LINH

IDENTIFYING STRATEGIES FOR STRESS SELF-MANAGEMENT OF PHARMACY STUDENT AT NGUYEN TAT THANH UNIVERSITY AND

SUGGESTING SOME STRATEGIES

Field of study: Preventive Healthcare

DISSERTATION SUBMITTED IN FULFILMENT OF THE

REQUIREMENTS FOR THE PHARMACIST – ACADEMIC YEAR

2018 – 2019

Scientific instructor: MSc Lưu Thị Mỹ Ngọc

HCM City – 2019

ORIGINAL LITERARY WORK DECLARATION

I assure you that this is my research work The data and results stated in this report are honest and never published in any other research

Student (signature, full name)

Lê Bật Linh

ACKNOWLEDGMENT

Throughout the writing of this dissertation I have a great deal of support and assistance I would like to thank my instructor MSc Lưu Thị Mỹ Ngọc and Clinical Pharmacy teachers who has taught me knowledge, experiences, and skills to me during the past time

I would like thanks Professor Nguyen Van Thanh for your comments and feedback on the questionnaire before conducting the survey

I would like to thanks teaching crew of Nguyen Tat Thanh University for imparting me knowledge and skills during the time I study here Thank you for creating conditions, caring, helping and encouraging me in the process of completing the dissertation Besides, I want to send a sincere thank to Board of Faculty of Pharmacy for allowing me to conduct the survey

I would like to thanks teachers in the Board of Judgements for accepting the appreciation for my dissertation I would like to receive comments and suggestions from teachers so that I can complete my dissertation

I would like to thanks the students of the Faculty of Pharmacy from the 2014 to

2018 school year for enthusiastically participating in answering the survey question

At the same time, I would like to express my sincere thanks to my family, friends and staffs of Nguyen Tat Thanh University who have always encouraged and helped

TABLE OF CONTENTS

ORIGINAL LITERARY WORK DECLARATION

ACKNOWLEDGMENT

TABLE OF CONTENTS i

LIST OF ABBREVIATIONS iv

LIST OF FIGURES v

LIST OF TABLES vi

ABSTRACT 1

INTRODUCTION 3

CHAPTER 1 LITERATURE REVIEW 5

1.1 Definition about stress, and effects of stress 5

1.2 Related Works 7

1.2.1 Domestic studies 7

1.2.2 Oversea studies 7

1.3 Coping and stress coping skills 8

1.4 Coping Strategies Inventory (CSI) 9

1.4.1 The 1984 version of the CSI (Tobin, 1984) 9

1.4.2 The Spanish version of CSI (Garcia, Franco, & Matinez, 2007) 11

1.5 Ways of coping scale: 11

1.6 Other coping scales that have been used 12

1.7 Overview about Statistic Package for the Social Sciences version 23.0 (SPSS 23.0) 13

1.8 Overview about Nguyen Tat Thanh University 14

1.9 Overview of full-time university students of Faculty of Pharmacy – Nguyen

Tat Thanh University 15

CHAPTER 2 SUBJECTS AND RESEARCH METHOD 16

2.1 Sampling methods 16

2.2 Study area 16

2.3 Questionnaire contents 17

2.3.1 Questionnaire for the pilot test 17

2.3.2 Questionnaire for the final test 17

2.4 Methods 17

2.4.1 Pilot test 17

2.4.2 Final test 18

2.5 Ethical Procedures 19

CHAPTER 3 RESULTS AND DISCUSSIONS 20

3.1 Results of participants’ gender and stress frequency 20

3.1.1 Results of participants’ gender 20

3.1.2 Results of participants’ stress frequency 21

3.2 CSI and Ways of coping results of participants 22

3.2.1 Coping skill inventory results (CSI Results) 22

3.2.2 Ways of coping results 27

3.3 Discussions 36

3.3.1 Gender of participants 36

3.3.2 Stress frequency 36

3.3.3 Results of coping skill inventory 37

CHAPTER 4 CONCLUSIONS AND SUGGESTIONS 43

4.1 Conclusions 434.2 Suggestions 434.2.1 For teachers of the Faculty of Pharmacy and staffs of Nguyen Tat Thanh University 434.2.2 For students of Faculty of Pharmacy – Nguyen Tat Thanh University

444.2.3 For further study 44REFERENCES

APPENDIX

LIST OF ABBREVIATIONS

LIST OF FIGURES

Figure 1.1 Effect of stress on body 6

Figure 1.2 Teachers of Faculty of Pharmacy 14

Figure 1.3 A practical class of Faculty of Pharmacy 15

Figure 2.1 Questionnaire structure for pilot test 17

Figure 2.2 Questionnaire structure for final test 17

Figure 3.1 Percentage of participants’ gender 20

Figure 3.2 Percentage of participants’ stress frequency 21

Figure 3.3 CSI results of Y2018’s participants 22

Figure 3.4 CSI Results of Y2017’s participants 23

Figure 3.5 CSI results of Y2016’s participants 24

Figure 3.6 CSI results of Y2015’s participants 25

Figure 3.7 CSI results of Y2014’s participants 26

Figure 3.8 Percentage of frequency of participants who confess/talk with university’s teachers or staffs 38

Figure 3.9 Percentage of participants who take a Yoga class to reduce stress 39

Figure 3.10 Percentage of participants who take a meditation to reduce stress 39

Figure 3.11 Percentage of participants who look for a psychologist 40

Figure 3.12 Percentage of participants who confess/talk with family 41

Figure 3.13 Percentage of participants who talking/confess/talk with best friend 41

Figure 3.14 Percentage of participants who play sports 41

Figure 3.15 Percentage of participants who take part in skills classes 42

LIST OF TABLES

Table 1.1 Primary Subscales 10

Table 1.2 New version of the primary subscales 11

Table 1.3 Detailed questions information about ways of coping 12

Table 2.1 Students’ year of admissions 16

Table 2.2 Timeline of the study 16

Table 2.3 Survey Data 18

Table 3.1 Participants’ gender 20

Table 3.2 Participants’ stress frequency 21

Table 3.3 CSI Results of Y2018’s participants 22

Table 3.4 CSI results of Y2017’s participants 23

Table 3.5 CSI results of Y2016’s participants 24

Table 3.6 CSI results of Y2015’s participants 25

Table 3.7 CSI results of Y2014’s participants 26

Table 3.8 Results of ways of coping of Y2018’s participants (in percentage) 27

Table 3.9 Results of ways of coping of Y2017’s participants (in percentage) 29

Table 3.10 Results of ways of coping of Y2016’s participants (in percentage) 31

Table 3.11 Results of ways of coping of Y2015’s participants (in percentage) 33

Table 3.12 Results of ways of coping of Y2014’s participants (in percentage) 35

Table 3.13 CSI results of participants 38

ABSTRACT DISSERTATION SUBMITTED IN FULFILLMENT OF THE

REQUIREMENTS FOR THE PHARMACIST - ACADEMIC

YEAR 2014 – 2019 IDENTIFYING STRATEGIES FOR STRESS SELF-MANAGEMENT OF PHARMACY STUDENT AT NGUYEN TAT THANH UNIVERSITY AND

SUGGESTING SOME STRATEGIES

LE BAT LINH

Science Instructor: MSc LUU THI MY NGOC

Background: Stress in medical and Pharmacy students is always a big problem

that we have to deal with Generally in Vietnam, there are not many studies about stress in Pharmacy students and how they cope with it After the results about identifying stressor of pharmacy students at Nguyen Tat Thanh University have been released, its result has shown that the highest severe stress level is 20.9% and extremely severe stress level is 13.7% Therefore this study is conducted to identify stress self-management of pharmacy student at Nguyen tat Thanh University

Objectives: Identifying strategies for stress self-management of pharmacy

student at Nguyen tat Thanh University, suggesting some strategies for students and also to clarify the following issues:

1 Draw conclusions about students' self-management measures

2 Proposing solutions to improve the consulting work of the Student Affairs Department

3 Proposing to improve teaching quality and improve learning environment

4 Provide solutions to overcome the causes of stress as well as difficulties in managing stress

Methods: A cross-sectional study was conducted on 436 pharmacy students

from Y2014 to Y2018

Results: Comparing in “always” frequency, Y2015 have the highest percentage

(33.7%) and Y2017 have the lowest percentage (25.6%) The results show that participants have the same stress coping skill are Problem Solving and Cognitive Restructuring The difference coping skills between courses are: Participants in Y2018, Y2017, and Y2016 have Wishful Thinking, Y2016 and Y2015 have Social Withdrawal and Y2014 have Social Support

Keywords: Stress, Coping skills, CSI, Pharmacy students, Nguyen Tat Thanh

University

INTRODUCTION

Medical and Pharmacy are hard majors which have huge load of knowledge, students are required to have high attention, precisely and carefulness Besides, students have to study and work under high pressure environment Therefore, medical and pharmacy students are usually suffered from stress, depression, and some mental health problems Stress in and pharmacy students is always a big problem that we have to deal with There are many studies about stress on medical students A study

in 2015, Shawaz Iqbal et al conducted a study in the Institute of Medical Sciences at Bhubaneswar, Odisha, India The result of this study showed that more than half of the respondents were affected by depression (51.3%), anxiety (66.9%) and stress (53%) Morbidity was found to be more in 5th semester students rather than students

of 2nd semester Females reported higher score as compared to their male counterparts Perception of self assessment in academics was strongly associated with the higher score (Iqbal, Gupta, & Venkatarao, 2015) In 2016, a big studies conducted

in about 47 countries about depression, depressive symptoms and suicidal ideation among medical students showed that the overall prevalence of depression or depressive symptoms among medical students was 27.2%, and the overall prevalence

of suicidal ideation was 11.1% Among medical students who screened positive for depression, 15.7% sought psychiatric treatment (Rotenstein, et al., 2016) In Vietnam, according to a survey report of Kim Trang T T which conducted on 482 medical students of Ho Chi Minh City University of Medicine and Pharmacy showed that the prevalence of stress, anxiety and depression was 71.4%, 28.8%, 22.4%, respectively; almost in mild and moderate level 52.8% of students had 3 states There were no differences between disturbance level with gender or accommodation, except depression; severe and very severe depression was greater in male than female subjects (Kim Trang, 2012)

About pharmacy students, as the best of my knowledge, there is not many studies about stress of pharmacy students Therefore, a study for stress coping skills

of pharmacy students is quite new Based on the current situation at Nguyen Tat

Thanh University, Pharmacy is the key major and has the highest number of students After the study about identifying stressors of pharmacy students at Nguyen Tat Thanh University of has conducted, its result has shown that the highest severe stress level

is 20.9% and extremely severe stress level is 13.7% Moreover, there have never been any research about how pharmacy students cope with stress at Nguyen Tat Thanh University, so it is extremely necessary to have a research about it Therefore, we have conducted a study about identifying strategies for stress self-management of pharmacy student at Nguyen tat Thanh University, suggesting some strategies for students and also clarifying the following issues:

1 Draw conclusions about students' self-management measures

2 Proposing solutions to improve the consulting work of the Student Affairs Department

3 Proposing to improve teaching quality and improve learning environment

4 Provide solutions to overcome the causes of stress as well as difficulties in managing stress

CHAPTER 1 LITERATURE REVIEW

1.1 Definition about stress, and effects of stress

Stress is a stimulus that exerts a strong impact on people and is a physiological and psychological reaction of people to that effect Stress places people in the process

of adapting to their surroundings, giving the body a new equilibrium after being affected by the environment In other words, normal stress contributes to adapting to the environment (Ngoc, 2010)

Stress can also be described as “physical, mental, or emotional strain or tension” Another popular definition of stress is “a condition or feeling experienced when a person perceives that demands exceed the personal and social resources the individual

is able to mobilize” (The American Institute of Stress, 2012)

Stress can cause some symptoms such as (Pietrangelo & Watson, 2017):

- Weakened immune system

- Risk of heart attack

- High blood sugar

Figure 1.1 Effect of stress on body (Pietrangelo & Watson, 2017)

1.2 Related Works

1.2.1 Domestic studies

- In 2018, Cam Tu N T shows a study about training stress coping skills for pre-school education students at Nghe An Education College The paper analyzes the groups of skills needed to cope with the stress of early childhood teachers Also, the article proposes some measures to practice students majoring in preschool education at Nghe An College of Education to cope with stress and balance psychological changes in their life and job, bringing high efficiency in children care and education (Cam Tu, 2018)

- Study of Doat D.V in 2013 showing students’ perceived stress factors skills

of University of Education is in average level (avg = 3.23) It shows that most

of students of University of Education have coping stress skills but is not skillful, stable and durable (Doat, 2013)

- In 2010, Cat Tuong N P and Hong Van D T conduct a study about the relationship between social support and coping strategies of medical students

of Hue University’s college of medicine and pharmacy The findings showed that social support was positively correlated to adaptive coping strategies such

as problem solving, social support seeking and cognition reconstructing However, correlation results also indicated that social support was a significant positive contributor to maladaptive coping strategies The study suggested that seeking supports from psychological counselors and therapists should be highly acknowledged by students (Cat Tuong & Hong Van, 2010)

1.2.2 Oversea studies

- Study of Shannon Rodgers, Brittany Maloney, Bernd Ploderer, Margot Brereton about managing stress, sleep and technologies The findings showed that students consciously priorities academic success over a healthy sleeping pattern; students are sleeping one hour less than they think they should; technologies both add to sleep deficits as well as help to wind down; and students manage sleep and stress through a combination of planning ahead and

pushing through stressful times with little sleep (Rodgers, Maloney, Ploderer,

& Brereton, 2016)

- Darayus Percy Gazder showed a study in 2014 about stressors, coursework stress and coping strategies among medical students in a private medical school of Karachi, Pakistan The results of this study showed that coping skills maybe a useful intervention to mollify the pernicious effects of stress Problem solving coping strategy was more effective as compared to wishful thinking (Gazder, Ahmad, & Danish, 2014)

- Study in 2017 of Adomah Opoku‑Acheampong which conduct in Ghana gave

a conclusion about stress and positive stress management strategies The study reported significant correlations between stress and various domains of quality

of life of undergraduate pharmacy students It is thus necessary to institute some personal and institutional strategies to ameliorate the effect of stress on the quality of life of pharmacy students while encouraging the use of positive stress management strategies (Opoku-Acheampong, et al., 2017)

- In 2014, Alexander Haefner et al study about decreasing students’ stress through time management training This study’s conclusion has shown the positive impact of time management on stress reduction (Haefner, Stock, & Oberst, 2014)

1.3 Coping and stress coping skills

Although there are many definitions of “skill” but the authors share a common concept, which is linking skills to individual activities It is a mode of action appropriate to the conditions and requirements of the activity and helps to bring about the effectiveness of the activity From there, it can be understood: Skills are the application of knowledge and experience in operations associated with practical conditions of specific activities in order to effectively implement that activity

The concept of coping comes from the English "cope" which means coping, coping, confronting, often in unusual situations, difficult situations and stress Response is the positive action of the subject, including both external and internal

actions to address and reduce the level of adverse effects of situations that cause fatigue, stress or situations that excess individual capabilities (Cam Tu, 2018)

1.4 Coping Strategies Inventory (CSI)

1.4.1 The 1984 version of the CSI (Tobin, 1984)

The Coping Strategies Inventory is a 72-item self-report questionnaire designed

to assess coping thoughts and behaviors in response to a specific stressor The format

of the CSI is adapted from the Lazarus “Ways of Coping” questionnaire (Folkman & Lazarus, 1981) Persons are requested to describe, in a paragraph or two, the events and circumstances of a stressful episode Users have the option of requesting this stressor in an open-ended manner, or of requesting a particular type of stressor (e.g., one that precipitates headaches or one that was ineffectively coped with) The norms reported in this manual were developed with an open ended format After describing

a stressful situation, persons taking the CSI are asked to respond to 72 questions in a 5-item Likert format Respondents indicate for each item the extent to which they performed that particular coping response in dealing with the previously described situation

subscales consist of specific coping strategies people use in response to stressful events These include:

- Problem Solving: This subscale includes items referring to both behavioral and cognitive strategies designed to eliminate the source of stress by changing the stressful situation

- Cognitive Restructuring: This subscale includes cognitive strategies that alter the meaning of the stressful transaction as it is less threatening, is examined for its positive aspects, is viewed from a new perspective, etc

- Social Support: This subscale includes items that refer to seeking emotional support from people, one’s family, and one’s friends

- Express Emotions: This subscale includes items referring to releasing and expressing emotions

- Problem Avoidance: This subscale includes items referring to the denial of problems and the avoidance of thoughts or action about the stressful event

- Wishful Thinking: This subscale refers to cognitive strategies that reflect an inability or reluctance to reframe or symbolically alter the situation The items involve hoping and wishing that things could be better

- Social Withdrawal: This subscale includes items that reflect blaming oneself for the situation and criticizing oneself

The primary subscale items based on these questions:

Table 1.1 Primary Subscales

1.4.2 The Spanish version of CSI (Garcia, Franco, & Matinez, 2007)

In 2008, F J Cano García, L Rodríguez Franco and J García Martínez adapted the 1984 version of CSI to the Spanish setting And after some changes in the numbers

of question in order to higher the Cronbach’s Alpha Coefficient, they succeeded in the adaption The new CSI version contains 40 questions as below:

Table 1.2 New version of the primary subscales

No Primary Subscale Items Questions compared with CSI 1984

1.5 Ways of coping scale:

Ways of coping scale is a part of my questionnaire that I build it on my own It’s based on some studies combine with my opinions and opinions from other people The purpose of this scale is to determine specific ways of coping that pharmacy students of Nguyen Tat Thanh University use to cope with stress The scales level is based on the Likert 5-level of frequency (Iowa State University, 2010) with 5 points:

Detail about questions of this scales is as below:

Table 1.3 Detailed questions information about ways of coping

18, 19, 20, 21, 22,

23, 24, 25, 26, 27,

28, 29, 30, 31, 32

X

1.6 Other coping scales that have been used

- In 1989, Charles S Carver, Michael F Scheier and Jagdish Kumari Weintraub developed a multi-dimensional coping inventory to assess the different ways

in which people respond to stress which called Coping Orientation to Problems Experienced (COPE) Five scales (of four items each) measure conceptually distinct aspects of problem focused coping (active coping, planning, suppression of competing activities, restraint coping, seeking of instrumental social support); five scales measure aspects of what might be viewed as emotion focused coping (seeking of emotional social support, positive reinterpretation, acceptance, denial, turning to religion); and three scales measure coping responses that arguably are less useful (focus on and venting

of emotions, behavioral disengagement, mental disengagement) This scale has 53 questions divided into 14 factors (Carver, Waintraub, & Scheier, 1989)

- The brief form of this scales (Brief-COPE) has 28 questions The Brief-COPE was designed for ease of administration and a reduced time burden It is a measure used for many health-relevant situations, such as drug addiction, ageing, breast cancer, depression, and AIDS (Baumstarck, et al., 2017)

1.7 Overview about Statistic Package for the Social Sciences version 23.0 (SPSS 23.0)

SPSS 23.0 (or IBM SPSS Statistics version 23.0) is a software package used in statistical analysis of data It was developed by SPSS Inc and acquired by IBM in

2009 In 2014, the software was officially renamed IBM SPSS Statistics The software was originally meant for the social sciences, but has become popular in other fields such as health sciences and especially in marketing, market research and data mining

The Statistical Package for the Social Sciences is a widely used program for statistical analysis in social sciences, particularly in education and research However, because

of its potential, it is also widely used by market researchers, health-care researchers, survey organizations, governments and, most notably, data miners and big data professionals

Aside from statistical analysis, the software also features data management, which allows the user to do case selection, create derived data and perform file reshaping Another feature is data documentation, which stores a metadata dictionary along with the data file

Statistical methods usable in the software include:

- Descriptive statistics – Frequencies, cross tabulation, descriptive ratio statistics

- Bivariate statistics – Analysis of variance (ANOVA), means, correlation, nonparametric tests

- Numeral outcome prediction – Linear regression

- Prediction for identifying groups – Cluster analysis (K-means, two-step, hierarchical), factor analysis (Techopedia, n.d.)

1.8 Overview about Nguyen Tat Thanh University

Nguyen Tat Thanh University is a multi-major university in District 4, Ho Chi Minh City There are many majors in this university However, pharmacy is the main major with highest number of students Framework education program of pharmacy

is based on the framework education program of Ministry of Education

Faculty of Pharmacy of Nguyen Tat Thanh University was established in 2008,

up to now, the Faculty of Pharmacy has been teaching and training for more than 11 years Students of the Faculty of Pharmacy in the regular school system have access

to advanced management methods and teaching methods

Figure 1.2 Teachers of Faculty of Pharmacy

Figure 1.3 A practical class of Faculty of Pharmacy (Source: http://thuvienanh.ntt.edu.vn/#hinh-anh-cac-khoa-duoc)

1.9 Overview of full-time university students of Faculty of Pharmacy –

Nguyen Tat Thanh University

Full-time university system is a centralized training system for candidates who take the national high school exam results or transcripts to consider a university Regular university studies are concentrated in the classroom, usually in the morning

or afternoon

The regular system of Faculty of Pharmacy - Nguyen Tat Thanh University enrolls the first course of the 2013-2014 school year The second course is in the academic year 2014-2015 Students of the second course (2014 – 2019) have to study

in 15 semesters and complete 191 credits (including National Defense Education, Physical Education credits)

Each school year is divided into 3 semesters, the end of the semester will have the final exam Students have 2 long holidays, the Tet holiday (usually 3 weeks) and the summer vacation (usually 2 weeks) The short break time, the heavy class schedule together with the large amount of knowledge partly bring stress to students when you have not yet recovered from a stressful semester

CHAPTER 2 SUBJECTS AND RESEARCH METHOD

2.1 Sampling methods

Students of year 2014 (Y2014), Year 2015 (Y2015), Year 2016 (Y2016), Year

2017 (Y2017) and Year 2018 (Y2018) of Faculty of Pharmacy, formal bachelor level, Nguyen Tat Thanh University at the study

Choosing standards

- Pharmacy students from 1st to 5th year (from Y2014 – Y2018)

Table 2.1 Students’ year of admissions

- Students who not attend at the class at the study period

- Students who not agree to take the questionnaire

2.2 Study area

- Place to conduct the study: Faculty of Pharmacy – Nguyen Tat Thanh University

- Timeline:

Table 2.2 Timeline of the study

Conducting pilot study 15/08/2019 – 31/08/2019

2.3 Questionnaire contents

2.3.1 Questionnaire for the pilot test

The first questionnaire has 2 parts with 109 questions:

Figure 2.1 Questionnaire structure for pilot test

2.3.2 Questionnaire for the final test

- After conducting the pilot test, the questionnaire finally has 2 parts with 80 questions:

Figure 2.2 Questionnaire structure for final test

- Detail about the final questionnaire is in Appendix 1

• Part I & II: 2 questions

• Part III: 72 questions (based on the CSI 1984 of Tobin)

• Part IV: 32 questions (based on

my opinion and some other studies)

Part A

• Basic Information (6 questions)

Part B

• Part I & II: 2 questions

• Part III: 40 questions (based on the CSI 2007 of Gracia)

• Part IV: 32 questions (based on

my opinion and some other studies)

2.4.2 Final test

- The minimum number of samples required for this study was determined by using single population proportion formula considering the following assumptions (Abebe, Kebede, & Mengistu, 2018):

o d = absolute precision or tolerable margin of error (d) = 5% = 0.05,

o Zα/2 = 1.96 corresponding to 95% confidence level

 The final sample size was 502 including 13% of non response rate

- Eliminated untrusted survey, the remaining qualified surveys is 436 (102 Y2018 students, 82 Y2017 students, 77 Y2016 students, 89 Y2015 students,

86 Y2014 students)

Table 2.3 Survey Data

- Drawing the chart and analyzing data with Excel 2013

- Performing statistical data and testing Cronbach Alpha reliability level with SPSS 23.0 software

2.5 Ethical Procedures

- The research was conducted only after it was approved by the Board of Faculty

of Pharmacy at Nguyen Tat Thanh University

- Subjects are participating in the study completely voluntarily and only conducted when we receive the subject's acceptance

- Subjects have the right to refuse to participate in research at any time There were no individuals or organizations that put pressure on the research participants

- The study did not adversely affect the student, by collecting data merely by interviewing through anonymous self-fill questionnaires

- The research results are the basis for assessing the current mental health status

of Pharmacy students, thereby offering preventive solutions This is very meaningful and valuable to the learning activities and health of students and the quality of the school's training

CHAPTER 3 RESULTS AND DISCUSSIONS

3.1 Results of participants’ gender and stress frequency

3.1.1 Results of participants’ gender

The percentage of female participants is higher than male participants Comparing male participants between courses is not much different among student ratio It is similar when comparing between female participants between courses (See Table 3.1 and Figure 3.1)

Table 3.1 Participants’ gender

3.1.2 Results of participants’ stress frequency

In “always” frequency, Y2015 has the highest percentage, Y2017 has the lowest percentage (See Table 3.2 and Figure 3.2)

Table 3.2 Participants’ stress frequency

ntage (%)

Perce-Amount

ntage (%)

Perce-Amount

ntage (%)

3.2 CSI and Ways of coping results of participants

3.2.1 Coping skill inventory results (CSI Results)

 CSI Results of Y2018’s participants

Y2018’s participants has 3 highest stress coping skills are Problem Solving, Cognitive Restructuring and Wishful Thinking (See Table 3.3 and Figure 3.3)

Table 3.3 CSI Results of Y2018’s participants