Honors Theses

Date of Award

7-2026

Document Type

Undergraduate Thesis

Degree Name

BS

Faculty Mentor

Catherine Cooper, Ph.D.

Advisor(s)

Briony Gaston and Ashley Long

Abstract

Higher education is a period of rapid transition and growing responsibility, where stress often becomes a routine part of students’ lives. In health professional programs, the combined demands of intensive coursework and clinical training can intensify emotional strain and negatively affect overall well-being. Radiography students experience uniquely high levels of academic, clinical, and emotional stress due to the simultaneous demands of didactic coursework, competency-based clinical training, and high-stakes professional expectations. A cross-sectional mixed-methods study was employed to evaluate the prevalence, sources, and perceived impact of stress among second-year radiography students across multiple Alabama institutions with the goal of identifying strategies to support student success. Quantitative survey data (N=51) collected responses to measure stress across academic, non-academic, and clinical domains, while qualitative thematic analysis of open-ended responses provided contextual insight into students lived experiences. Results demonstrated consistently elevated stress across all measured domains. Clinically, students reported strain in high-pressure environments, feelings of unpreparedness at the start of clinical rotations, and difficult navigating student-technologist dynamics. Academically, the transition to more rigorous coursework, time management, and the fear of failure were the most prominent stressors. Non-academic stressors included financial pressures and concerns related to physical or mental health. Many students reported turning to faith practices, entertainment, or sleep as primary coping strategies. These findings suggest the need for more structured and proactive support systems within radiography programs, including clear clinical onboarding processes, improved communications among students, technologists, and professors, targeted academic skill-building, and accessible well-being resources that address different types of stressors. Strengthening these areas may help reduce student stress, improve clinical readiness, and support overall retention in imaging upon graduation. This study contributes to the growing body of literature on the well-being of allied health students.

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