1. Effects of Stress and Anxiety on Personal Performance Submitted by Louise Lane, Jennifer Neuman, Ashley Rethman, Tammy Spears, and Karla Tailele (Estrogen Initiative) Washburn University School of Nursing For NU 475 Nursing Research June 28, 2011

2. “9 out of 10 nurses suffer from stress at work.” (Sharif & Armitage, 2004) A multisystem response to a perceived threat or danger (Gale, 2008) Symptoms can be psychological or physical ie. Nervousness, nausea Two types of anxiety: 1.Trait anxiety - predisposition to anxiety 2.State anxiety - experience based anxiety ANXIETY

3. Stress and anxiety affect academic performance ANXIETY AND ACADEMIC PERFORMANCE

4. Purpose: Determine whether or not a stress management intervention (SMI) is effective in improving mental health and maximizing GCSE (General Certificate of Secondary Education) performance and identifying the mechanisms by which such benefits occur, if indeed they do so. IMPROVING ACADEMIC PERFORMANCE AND MENTAL HEALTH THROUGH A STRESS MANAGEMENT INTERVENTION: OUTCOMES AND MEDIATORS OF CHANGE Keogh, E., Bond, F. W., Flasman, P. E. (2004)

5. SMIControl Time 1Time 2Time 1Time 2 Test Anxiety41.81 (8.61)40.54 (9.04)42.05 (9.17)40.95 (8.60) Motivation12.66 (4.23)13.24 (4.46)11.31 (4.79)10.22 (4.37) GCSE pointsN/A59.73 (18.22)N/A51.27 (19.27) MEANS AND STANDARD DEVIATIONS BETWEEN THOSE IN SMI AND CONTROL GROUP AT BOTH TESTING PHASES VariableGHQTest Anxiety GSCEDysf. Att.Motivatio n AgeIntell Outcome Test Anxiety.47**.68***-.14.24*.17-.19-.22 Motivatio n.25**.31**.35**.11.74***.16.24* GCSE points -.10 -.02.46***.15.78*** INTERCORRELATIONS AT TIME 1 AND TIME 2 Note: Figures in bold on the diagonal represent correlations between Time 1 and Time 2 for each variable. GCSE= overall GCSE performance points, Test Anxiety= Revised Test Anxiety Scale, *p<.05, **p<.01, ***p<.001

6. Vitasari, P; Wahab, M; Othman, A; Awang, M. 2010 THE USE OF ANXIETY INTERVENTION IN REDUCING ANXIETY TO IMPROVE ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS Purpose: To test the Study Anxiety Intervention to promote study anxiety resilience and positive coping skills to improve academic performance.

7. RELATIONSHIP BETWEEN ANXIETY & GPA

8. Ozen, N., Ercan, I., Irgil, E., and Sigirli, D., 2010 Purpose: to test the Study Anxiety Intervention to promote study anxiety resilience and positive coping skills to improve academic performance. ANXIETY PREVALENCE AND AFFECTING FACTORS AMONG UNIVERSITY STUDENTS

9. Risk of Factors Affecting State Anxiety Scores Risk of Factors Affecting Trait Anxiety Scores

10. STRESS AND ACADEMIC PERFORMANCE: EMPIRICAL EVIDENCE FROM UNIVERSITY STUDENTS Azizah, A., Chong, C. S., Noraini I., Norzaidi, D. M., Rafidah, K., & Salwani, I. M. 2009 Purpose: to investigate throughout the semester the affects of stress on academic performance among students.

11. Correlation between Level of Perceived Stress and GPA GPAP-value Beginning of the semester-0.05- Middle of the semester-0.11- End of the semester-0.201*0.05 BeginningMiddleEnd Beginning of the semester-0.41**0.20* Middle of the semester--0.30** End of the semester--- Correlation between the Semester and the Level of Perceived Stress

12. THE EFFECT OF PSYCHOLOGICAL AND EDUCATIONAL COUNSELING IN REDUCING ANXIETY IN NURSING STUDENTS Sharif, F. & Armitage, P., 2004 Purpose: “To make a structured attempt to reduce anxiety in nursing students.”

13. Anxiety Mean of the Nursing Students Based on results of the Hamilton Anxiety Rating Scale Pre-testPost-testFollow-up Control Group16 14 Experimental Group161410 Grade Point Average Mean of the Nursing Students Pre-testPost-testFollow-up Control Group15.415.215.3 Experimental Group15.01616.3 The results indicate a significant difference of anxiety reduction between groups (F = 6.06, P = 0.003).

14. RELIABILITY AND VALIDITY Studies used well known tests to obtain data. Studies were overall clear. Studies were repeatable. Studies had significant finding to support hypothesis. Larger numbers would make findings more generalizable.

15. Intervention reduces anxiety significantly Anxiety management for nursing students. “University youth are generally open to change and are more sensitive to personal, interpersonal, and sociocultural differences and conflicts.” (Ozen, et al., 2010) ANXIETY IN NURSING

16. Anxiety. (n.d.) in Gale Encyclopedia of Medicine. (2008). Retrieved from http://medicaldictionary.thefreedictionary.com/anxiety Azizah, A., Chong, C. S., Noraini I., Norzaidi, D. M., Rafidah, K., & Salwani, I. M. (2009). Stress and academic performance: Empirical evidence from university students. Academy of Education Leadership Journal, 13 (1), 37-51. Keogh, E., Bond, F. W., Flasman, P. E. (2004) Improving academic performance and mental health through a stress management intervention: Outcomes and mediators of change. Behavior Research and Therapy, 44, 339-357. Doi: 10.1016/j.brat.2005.03.002 REFERENCES

17. Ozen, N. S., Ercan, I., Irgil, E., Sigirli, D. (2010). Anxiety prevalence and affecting factors among university students. Asia-Pacific Journal of Public Health, 22 (1), 127-133. Doi: 10.1177/1010539509352803 Sharif, F. & Armitage, P. (2004). The effect of psychological and educational counseling in reducing anxiety in nursing students. Journal of Psychiatric and Mental Health Nursing, 11, 386-392. Doi: 10.1111/j.1365- 2580.2003.00720.x Vitasari, P., Wahab, M. A., Othman, A., Awang, M. G. (2010). The use of study anxiety intervention in reducing anxiety to improve academic performance among university students. International Journal of Psychological Studies, 2 (1), 89-95. REFERENCES CNT’D