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 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 me so much The dissertation may have some mistakes, so I want to receive sympathies and comments from you I promise to try to apply the knowledge I have learned in practice so that won’t make ours teachers disappointed Best regards, Lê Bật Linh 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 INTRODUCTION CHAPTER LITERATURE REVIEW 1.1 Definition about stress, and effects of stress 1.2 Related Works 1.2.1 Domestic studies 1.2.2 Oversea studies 1.3 Coping and stress coping skills 1.4 Coping Strategies Inventory (CSI) 1.4.1 The 1984 version of the CSI (Tobin, 1984) 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 i 1.9 Overview of full-time university students of Faculty of Pharmacy – Nguyen Tat Thanh University 15 CHAPTER 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 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 CONCLUSIONS AND SUGGESTIONS 43 ii 4.1 Conclusions 43 4.2 Suggestions 43 4.2.1 For teachers of the Faculty of Pharmacy and staffs of Nguyen Tat Thanh University 43 4.2.2 For students of Faculty of Pharmacy – Nguyen Tat Thanh University 44 4.2.3 For further study 44 REFERENCES APPENDIX iii LIST OF ABBREVIATIONS Words Meaning Coping Skill Inventory Students of course 2014 – 2019 Students of course 2015 – 2020 Students of course 2016 – 2021 Students of course 2017 – 2022 Students of course 2018 – 2023 CSI Y2014 Y2015 Y2016 Y2017 Y2018 iv LIST OF FIGURES Figure 1.1 Effect of stress on body 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 v 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 vi Figure 3.12 Percentage of participants who confess/talk with family - Relationship between participants with their friend is quite good Most of them usually and always share their stories and problems that their suffered from (See Figure 3.13) 45% 41% 40% 37% Percentage (%) 35% 24% 25% 21% 19%18% 20% 15% 10% 8% 28% 22% 21% 18% 17% 15% 16% 14% 12% 10% 28% 27% 28% 23% 30% 15% 13% 15% 10% 5% NEVER RARELY SOMETIMES USUALLY Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 0% ALWAYS Participants and Frequency Figure 3.13 Percentage of participants who talking/confess/talk with best friend - Participants play sport and take skill class to reduce stress but not frequently Maybe they are too busy to spend time for these activities (See Figure 3.14 and Figure 3.15) 40% 34% 30% 30% 28% 27%26% 25%27%28% 30% 25% 25% 22% 25% 22% 19% 19% 18% 20% 14% 12% 15% 15% 14% 7% 10% 7% 14% 5% 6% 5% NEVER RARELY SOMETIMES USUALLY Participants and frequency Figure 3.14 Percentage of participants who play sports 41 ALWAYS Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 0% Y2014 Percentage (%) 35% 45% 25% 31% 27% 27% 26% 22% 29% 23% 21% 20% 22% 17% 15% 10% 7% 17% 14% 14% 13% 11% 13%13% 8% 6% 10% 8% 5% NEVER RARELY SOMETIMES USUALLY ALWAYS Participants and Frequency Figure 3.15 Percentage of participants who take part in skills classes 42 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 Y2014 Y2018 Y2017 Y2016 Y2015 0% Y2014 Percentage (%) 35% 30% 41% 40% 38% 40% CHAPTER CONCLUSIONS AND SUGGESTIONS 4.1 Conclusions This research shows that students have coping strategies quite well at each stage of their learning and psychological transformation The ways to deal with stress partly show a positive attitude in students' psychology However, we also need to take care of our students' mental health That leads students to identify and correctly solve the problems they encounter in life, work, and study This study faced limitations which come from the size of sample, lack of baselines results as this study is firstly conducted in this university However, we cannot decline the strength of this study This study will pave the way for more in-depth studies related to this aspect In addition, making the differences between students of courses is also a strong point of this research 4.2 Suggestions 4.2.1 For teachers of the Faculty of Pharmacy and staffs of Nguyen Tat Thanh University - Because of the unexperienced about real life, Y2016, Y2017 and Y2018 have wishful thinking and sometimes that thinking cause negative effect for them As a student, I think teachers and schools should have activities for students to have practical experiences about their life and career - Based on the survey, many students not want to talk with university's teachers or staffs It's maybe because teachers/staffs not have time or duty to listen to students So I think that homeroom teachers/staffs should spend time listening to students, make trustful feeling so that we can understand more about them - In addition, Yoga and meditation are also for students to reduce stress A study show that students experienced a reduction in stress and anxiety levels after completing a six-week yoga and meditation program preceding final examinations Results suggest that adopting a mindfulness practice for as little as once per week may reduce stress and anxiety in college students (Lemay, 43 Hoolahan, & Buchannan, 2019) Opening a Yoga/meditation class is a good way to help students reduce stress in a healthy way Besides, it also help diversify classes, club and activities at the university - Getting some advices from a psychologist is also a good way to reduce stress However, services price and quality are also a problem for students Having a psychologist at school will help students very much when they have problems A psychologist will listen to students, collect their opinions about study, teachers, family, etc from these opinions, we can understand, help and improve our services, study quality which fit for students 4.2.2 For students of Faculty of Pharmacy – Nguyen Tat Thanh University - Avoid reducing stress by doing bad habits like using stimulant, addictive, sedative substances, doing violence actions, etc Learning or doing good habits is both help reducing stress and make you feel better - Share your thinking with family, friends and teachers They will listen to you and give you opinions which can make you feel more comfortable - Spend time for relaxing by joining in clubs, skills classes, playing sports and taking part in activities of school, organizations, etc It will refresh your mind, enrich your knowledge and experiences These good activities will also help you live healthy, stay away from bad habits and reduce stress 4.2.3 For further study This study is conducted in the end of a semester, when students are going to take the end of term exam Further study should be conducted on the same time to see if there is difference about stress coping skills or not Further research on mental health in students should use cohort design to overcome the limitations of cross-sectional design and avoid research errors 44 REFERENCES English Abebe, A M., Kebede, Y G., & Mengistu, F (2018) "Prevalence of Stress and Associated Factors among Regular Students at Debre Birhan Governmental and Nongovernmental Health Science Colleges North Showa Zone, Amhara Region, Ethiopia 2016" Hindawi Psychiatry Journal Baumstarck, K., Alessandrini, M., Zeinab, H., Auquier, P., Leroy, T., & Boyer, L (2017) "Assessment Of Coping: A New French Four Factor Structure Of The Brief COPE Inventory" Health and Quality of Life Outcomes, 15(8) Birkett, M A., & Day, S J (1994) "Internal Pilot Studies For Estimating Sample Size" Statistics In Medicine, 13, 2455-2463 Carver, C S., Waintraub, J K., & Scheier, M F (1989) "Assessing Coping Strategies: A Theoretically Based Approach" Journal of Personality and Social Psychology, 56(2), 267-283 Errisuriz, V L., Pasch, K E., & Perry, C L (2016) "Perceived Stress And Dietary Choices: The Moderating Role Of Stress Management" Eating Behaviors, 22, 211–216 Garcia, F C., Franco, L R., & Matinez, J G (2007) "Spanish version of the Coping Strategies Inventory" Actas Esp Psiquiatr, 35(1), 29-39 Gazder, D P., Ahmad, F., & Danish, S H (2014) "Stressors, Coursework Stress And Coping Strategies Among Medical Students In A Private Medical School of Karachi, Pakistan" Education in Medicine Journal, 6(3), 20-29 Haefner, A., Stock, A., & Oberst, V (2014) "Decreasing Students’ Stress Through Time Management Training: An Intervention Study Euro Journal of Psychology of Education, 30(1), 81-94 Hindman, R K., Glass, C R., Arnkoff, D B., & Maron, D D (2015) "A Comparison Of Formal And Informal Mindfulness Programs For Stress Reduction In University Students" Mindfulness, 6(4), 873–884 10 Iqbal, S., Gupta, S., & Venkatarao, E (2015) "Stress, Anxiety & Depression Among Medical Undergraduate Students & Their Socio-demographic Correlates" Indian Journal Of Medical Research, 141(3), 354–357 11 Lemay, V., Hoolahan, J., & Buchannan, A (2019) "Impact of a Yoga and Meditation Intervention on Students’ Stress and Anxiety Levels" American Journal of Pharmaceutical Education, 83(5), 747-752 12 Opoku-Acheampong, A., Kretchy, I A., Acheampong, F., Afrane, B A., Ashong, S., Tamakloe, B., & Nyarko, A K (2017) "Perceived Stress And Quality Of Life Of Pharmacy Students In University Of Ghana BMC Research Notes, 10(115) 13 Rodgers, S., Maloney, B., Ploderer, B., & Brereton, M (2016) "Managing Stress, Sleep and Technologies: An Exploratory Study of Australian University Students" OzCHI '16, 526-530 14 Rotenstein, L S., Ramos, M A., Torre, M., Segal, J B., Peluso, M J., Guille, C., Mata, D A (2016) "Prevalence Of Depression, Depressive Symptoms, And Suicidal Ideation Among Medical Students" JAMA, 316(21), 2214-2236 15 Tobin, D L (1984) User Manual For The Coping Stress Inventory Vietnamese 16 Cam Tu, N T (2018), "Training the coping skill for preschool education majored students at Nghe An educationcollege", Educational Magazine, 2427; 59 17 Cat Tuong, N P., & Hong Van, D T (2010), "The Relatioships Between Social Support And Coping Strategies Of Medical Students Of Hue University's College Of Medicine And Pharmacy", Science and Education, Hue Education Univesity, 01(13), 93-100 18 Doat, D V (2013), Stress coping skill in study of University of Education Students, 19 Kim Trang, T T (2012), "Stress, Anxiety And Depression Among Medical Students", Y Hoc TP Ho Chi Minh, 16(1), 355 - 361 20 Ngoc, N H (2010) Medical Pychology - Medical Ehics Hanoi: Vietnam Education Publishing House Limited Company Websites 21 (n.d.) Retrieved 10 09, 2019, from Techopedia: https://www.techopedia.com/ 22 (2010) Retrieved 03 30, 2019, from Iowa State University: https://www.extension.iastate.edu/ 23 (2012) Retrieved 09 23, 2019, from The American Institute of Stress: https://www.stress.org/daily-life 24 Pietrangelo, A., & Watson, S (2017, June 5) Retrieved from Healthline: https://www.healthline.com/health/stress/effects-on-body#1 APPENDIX Appendix Questionnaire Appendix Result of Cronbach’s Alpha test Appendix-1 Appendix Questionnaire STRESS COPING SKILLS SURVEY OF NGUYEN TAT THANH UNIVERSITY’S PHARMACY STUDENTS We conducted this survey in order to improve the quality of spiritual life of students and thereby contribute to improving the quality of service of staffs as well as the quality of teaching of faculty of Pharmacy - University Nguyen Tat Thanh We look forward to the enthusiastic cooperation of the students as well as the teachers of the University A Personal Information: Please indicate your ideas by marking the "X" in the box and fill in the space that best suits you Gender:  Male  Female Ethnic:  Kinh  Other, Specific? Religion:  None  Yes, Specific? Year of birth: You are a student of year: How many days per week that you have to go to school? Day(s) B Survey contents: Please put an "X" in the following sentences: I Do you usually suffer from stress? A Always B Sometimes C Rarely D Never II Your stress level is : A Low B Medium C High III Think about a fact or situation that has been very stressful for you in the last month for a few minutes … Once again, take a few minutes to think about the situation or fact that you have chosen Answer the following list of statements based on how you managed this situation Read each sentence and determine the degree in which you did which each sentence indicates in the situation that you chose before, marking the number that corresponds: 0: not at all; 1: a little; 2: a lot; 3: very much; 4: completely Appendix-2 Be sure to answer all the sentences and that you only check one number in each one of them There are no correct or incorrect answers, they only evaluate what you did, thought or felt at that time No Code 01 III.8 02 III.10 03 III.12 04 III.13 05 III.17 06 III.19 07 III.21 08 III.22 09 III.23 10 III.27 11 III.29 12 III.30 13 III.31 14 III.32 15 III.33 16 III.34 17 III.36 18 III.38 Contents I tried to keep my feelings to myself I looked for the silver lining, so to speak; tried to look on the bright side of things I found somebody who was a good listener I went along as if nothing were happening I stood my ground and fought for what I wanted I let my emotions go I tried to forget the whole thing I wished that I never let myself get involved with that situation I blamed myself I let out my feelings to reduce the stress I didn't let it get to me; refused to think about it too much I wished that the situation would go away or somehow be over with I criticized myself for what happened I avoided being with people I tackled the problem headon I asked myself what was really important, and discovered that things weren't so bad after all I talked to someone that I was very close to I wished that the situation had never started not at all a little a lot 4 4 4 4 4 4 4 4 4 Appendix-3 very Compmuch letely 19 III.41 20 III.42 21 22 III.43 III.44 23 III.46 24 III.47 25 III.48 26 III.51 27 III.52 28 III.53 29 III.55 30 III.56 31 III.57 32 III.58 33 III.59 34 III.60 35 III.62 36 III.63 37 III.65 I knew what had to be done, so I doubled my efforts and tried harder to make things work I convinced myself that things aren't quite as bad as they seem I let my emotions out I let my friends help out I had fantasies or wishes about how things might turn out I realized that I was personally responsible for my difficulties and really lectured myself I spent some time by myself My feelings were overwhelming and they just exploded I asked a friend or relative I respect for advice I made light of the situation and refused to get too serious about it I kicked myself for letting this happen I kept my thoughts and feelings to myself I worked on solving the problems in the situation I reorganized the way I looked at the situation, so things didn't look so bad I got in touch with my feelings and just let them go I spent some time with my friends I wished I could have changed what happened 1t was my mistake and I needed to suffer the consequences I struggled to resolve the problem 4 0 1 2 3 4 4 4 4 4 4 4 4 Appendix-4 I went over the problem again and again in my mind III.66 and finally saw things in a different light I avoided thinking or doing III.69 anything about the situation I did not let others know how III.72 I was feeling 38 39 40 4 IV Answer the following questions on stress management by marking “X” in the box below the following levels: (0): Never, (1): Rarely, (2): Sometimes, (3): Often, (4): Always Rarely Never Sometimes Often Always SomeOften Always times IV.1 I eat too much If the answer to question FROM LEVEL and above, answer the following questions (from 1.1 to 1.4): I eat fast food (fast-food, 1.1 IV.1.1 pizza, instant noodles,…) 1.2 IV.1.2 I eat sweeties No Code Contents Never Rarely I drink much carbonated beverage 1.4 IV.1.4 I drink much alcohol I use stimulant, addictive, IV.2 sedative substances IV.3 I sleep too much 1.3 IV.1.3 4 4 If the answer to this question is LEVEL OR MORE, how many hours did you spend sleeping when STRESS?  IV.4 IV.5 IV.6 IV.7 I hope the current curriculum will change I reduced the load of unnecessary subjects I gave up the test myself I want to make a presentation more than learn 4 4 Appendix-5 IV.8 IV.9 10 IV.10 11 IV.11 12 IV.12 IV.13 13 I choose a teacher when registering for a subject I wish the summer vacation would be longer I wish tuition would be reduced I take skill classes I want the output standard will be lowered I surf the web, Facebook, Instagram, watch movies more 4 4 4 If the answer to this question is LEVEL OR MORE, how many hours you spend surfing the web, watching movies, Facebook, etc when stressed?  14 IV.14 15 IV.15 16 17 18 19 IV.16 IV.17 IV.18 IV.19 20 IV.20 21 IV.21 22 IV.22 23 IV.23 24 IV.24 25 26 27 28 29 IV.25 IV.26 IV.27 IV.28 IV.29 30 IV.30 31 32 IV.31 IV.32 I write the status of anger / confession on social networks I set a schedule or reschedule my schedule I meditate I practice yoga I play sports I travel I spend time with my family / home I confess with my family I confess with teachers / staff in the school I look to psychologists I confess with my best friend I confess with strangers I went for a walk alone I commit acts of violence I gave up everything I lowered my goal I learn to control my emotions I talk alone I listen to music 4 0 0 1 1 2 2 3 3 4 4 4 4 0 0 1 1 2 2 3 3 4 4 4 0 1 2 3 4 Thank you very much Appendix-6 Appendix Result of Cronbach’s Alpha test Table B.1 Item-Total Statistics Corrected Item- Cronbach's Scale Mean if Scale Variance Total Alpha if Item Item Deleted if Item Deleted Correlation Deleted III.8 83.1720 310.947 306 854 III.10 83.1147 314.267 239 856 III.12 83.7936 309.934 289 855 III.13 83.2821 308.732 375 853 III.17 83.0298 310.332 347 854 III.19 83.8693 310.496 320 854 III.21 83.5528 307.333 374 853 III.22 83.3899 304.335 408 852 III.23 83.6078 307.844 334 854 III.27 83.6835 310.038 292 855 III.29 83.4312 310.503 337 854 III.30 82.9931 302.798 514 850 III.31 83.8211 305.674 402 852 III.32 84.2638 313.280 205 857 III.33 83.3005 311.038 306 854 III.34 83.0826 309.308 358 853 III.36 83.0023 310.025 290 855 III.38 83.4817 306.554 342 854 III.41 82.8922 309.122 375 853 III.42 83.0413 306.076 454 852 III.43 83.9427 311.332 286 855 III.44 83.9060 312.559 279 855 III.46 83.4014 306.811 361 853 III.47 82.9404 309.413 391 853 III.48 82.8234 308.127 214 859 III.51 83.9564 307.393 264 856 III.52 83.4679 308.383 336 854 III.53 83.5917 309.741 354 854 III.55 83.8739 306.837 381 853 III.56 83.2018 308.966 330 854 III.57 82.9289 309.823 392 853 III.58 82.9862 307.912 211 859 III.59 83.5986 308.094 402 853 III.60 83.3807 312.554 270 855 Appendix-7 III.62 83.1950 305.550 408 852 III.63 83.3394 306.648 384 853 III.65 82.7775 308.454 453 852 III.66 83.1651 305.380 476 851 III.69 83.6124 306.275 389 853 III.72 83.1422 311.019 264 855 Reliability Statistics Cronbach's Alpha N of Items 857 Appendix-8 40 ...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. .. 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... 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