Emotional Well-being and Stress Among Radiologic Science Students.

Purpose: To assess the emotional well-being and levels of nonacademic sources of stress in radiologic science students in the United States.

Methods: Students in radiography and radiation therapy programs accredited by the Joint Review Committee on Education in Radiologic Technology completed the General Health Questionnaire (GHQ), a survey of personal and professional demographics and of nonacademic stressful life events. The data were used to generate a GHQ score and descriptive statistics. A Pearson correlation and linear regression analysis also were performed.

Results: A total of 371 surveys were returned by 24 programs, for a 63% response rate. Thirty-eight percent of students reported a GHQ score that indicated high levels of mental distress, and 60% of students reported feeling constantly under strain. Pearson correlation analysis revealed that experiencing 1 or more stressful life events correlated with GHQ constructs that evaluate anxiety, depression, and social dysfunction. The linear regression analysis demonstrated that increasing age and increasing numbers of nonacademic sources of stress affected students' GHQ scores and emotional health.

Discussion: The radiologic science students in this study reported an overall positive emotional well-being. However, nonacademic stressors affected the students negatively, and lower levels of emotional well-being were identified in older students and in those experiencing a greater number of stressful life events.

Conclusion: Educators should be aware of students' educational obstacles, including the influence of nonacademic stressors, and advocate for resources to improve student emotional well-being. Helping students maintain high levels of emotional health is beneficial for their education. Future research on the development and effectiveness of stress management interventions among radiologic science students is warranted.