Understanding Financial Stress and Coping among Female Medical Students through Lived Experiences
Abstract
Financial stress is a pervasive concern among medical students, with documented associations with adverse physical health, psychological morbidity, and ineffective coping. This study focuses on understanding the financial stressors female medical students face and the coping strategies they employ. While financial stress and coping mechanisms have been explored in the literature, a notable gap exists in understanding these dynamics among female students.
The study employed a phenomenological research approach to obtain data from the respondents, where data collection involved face-to-face semi-structured interviews. The Adaptation Model of Nursing, complemented by Lazarus and Folkman's Coping Theory, was a comprehensive framework for analyzing and addressing financial stress and coping in this context.
The study's findings shed light on the intricate relationship between financial stressors and emotions, highlighting the urgent need for comprehensive support systems within medical education institutions. Despite facing manifold challenges, female medical students demonstrated diverse coping mechanisms, emphasizing the importance of financial literacy, social support, professional assistance, and self-care strategies.
The results of this study have practical implications for reducing academic stress and fostering healthy coping behaviors among female medical students and future doctors. By applying these insights, medical education institutions can develop targeted interventions to support female students, ultimately contributing to positive social change and increasing the number of well-adjusted female doctors graduating from medical schools.
Keywords: financial stress, coping strategies, female medical students, phenomenological study, Adaptation Model of Nursing, Lazarus and Folkman's Coping Theory, academic stress, intervention.
Keywords
financial stress, coping strategies, female medical students, phenomenological study, Adaptation Model of Nursing, Lazarus and Folkman's Coping Theory, academic stress, intervention.
Understanding Financial Stress and Coping among Female Medical Students through Lived Experiences
Financial stress is a pervasive concern among medical students, with documented associations with adverse physical health, psychological morbidity, and ineffective coping. This study focuses on understanding the financial stressors female medical students face and the coping strategies they employ. While financial stress and coping mechanisms have been explored in the literature, a notable gap exists in understanding these dynamics among female students.
The study employed a phenomenological research approach to obtain data from the respondents, where data collection involved face-to-face semi-structured interviews. The Adaptation Model of Nursing, complemented by Lazarus and Folkman's Coping Theory, was a comprehensive framework for analyzing and addressing financial stress and coping in this context.
The study's findings shed light on the intricate relationship between financial stressors and emotions, highlighting the urgent need for comprehensive support systems within medical education institutions. Despite facing manifold challenges, female medical students demonstrated diverse coping mechanisms, emphasizing the importance of financial literacy, social support, professional assistance, and self-care strategies.
The results of this study have practical implications for reducing academic stress and fostering healthy coping behaviors among female medical students and future doctors. By applying these insights, medical education institutions can develop targeted interventions to support female students, ultimately contributing to positive social change and increasing the number of well-adjusted female doctors graduating from medical schools.
Keywords: financial stress, coping strategies, female medical students, phenomenological study, Adaptation Model of Nursing, Lazarus and Folkman's Coping Theory, academic stress, intervention.
