Category: Stress

Introduction

In general, the neurobiology of posttraumatic stress disorder (PTSD) may be regarded as a complex process that includes neurochemical, neuroanatomical, and neuroendocrine changes. The hypothalamus, responsible for the stress response, secretes corticotropin-releasing hormone that stimulates the production of adrenocorticotropin hormone and glucocorticoids from the adrenal glands. In PTSD, glucocorticoid signaling that ensures the smoothness of stress response is dysregulated (Quinones et al., 2020). As a result, a low level of cortisol may contribute to the development of PTSD if trauma occurs.

DSM-5-TR Diagnostic Criteria for PTSD

According to the Diagnostic and Statistical Manual of Mental Disorders-5th Edition-Text Revision (DSM-5-TR), there are several criteria for PTSD. They include direct or indirect exposure to stressors, intrusion symptoms, the persistent avoidance of trauma-related stressors, negative alterations in mood and the development of mental health comorbidities, aggression, and self-destructive behavior, the duration for not less than one month, and the risk of functional, psychological, and social impairment in the future (Watkins et al., 2018). In general, the majority of these criteria relate to Joe’s symptomology and support the presence of PTSD in his case. In addition, the video case presentation provides sufficient information to derive a PTSD diagnosis on the basis of described symptoms.

First of all, an 8-year-old boy was directly involved in a traumatic event, a minor road accident. After that, he developed intrusive memories, anxiety related to any reminders of road accidents, sleep issues, and nightmares (Dr. Todd Grande, 2020). In addition, he started to demonstrate highly aggressive behavior in school and at home, scaring his peers, school staff, and family members. Moreover, the boy developed additional mental health comorbidities, including oppositional defiant disorder, conduct disorder, depression, ADHD, and phobia related to spiders (Dr. Todd Grande, 2020). I agree that ADHD and phobia may be diagnoses, which do not relate to PTSD as they could exist prior to a traumatic event and were not connected with road accidents. However, all other symptoms clearly indicate the presence of PTSD due to their specificity and time of occurrence.

Psychotherapy Treatment Option

It goes without saying that trauma-focused cognitive therapy may be regarded as one of the most efficient treatment options for Joe. However, one more variant that may be tried is the eye movement desensitization and reprocessing (EMDR) therapy. It is based on the brain’s ability to reprogram distressing memories and thoughts to make them less vivid and stressful (Beer, 2018). The therapy stimulates memory systems and allows to remove the distress. From a clinical practice guideline perspective, EMDR therapy is considered to be a “gold standard treatment” as it is an evidence-based intervention supported by the World Health Organization, and its efficiency is supported by multiple peer-reviewed studies (Beer, 2018). In general, using reliable evidence-based treatments is important for psychiatric-mental health nurse practitioners. As quality medical assistance and healthcare delivery are crucial for positive patient outcomes, healthcare providers should be sure that they are based on in-depth research and successful application to practice.

Conclusion

In the diagnosis and treatment of PTSD, clinicians cannot rely on unproven theories and opinion-based interventions as they may lead to psychological and functional complications in the future. Thus, the efficiency of all therapies should be supported by scientifically recorded positive results before they may be applied to patients, especially minor ones.

References

Beer, R. (2018). Efficacy of EMDR therapy for children with PTSD: A review of the literature. Journal of EMDR Practice and Research, 12(4), 177-195. Web.

Dr. Todd Grande. (2020). Presentation example: Posttraumatic stress disorder (PTSD) [Video]. YouTube. Web.

Quinones, M. M., Gallegos, A. M., Lin, F. V., & Heffner, K. (2020). Dysregulation of inflammation, neurobiology, and cognitive function in PTSD: An integrative review. Cognitive, Affective, & Behavioral Neuroscience, 20(3), 455-480. Web.

Watkins, L. E., Sprang, K. R., & Rothbaum, B. O. (2018). Treating PTSD: A review of evidence-based psychotherapy interventions. Frontiers in Behavioral Neuroscience, 12(258), 1-9. Web.

Stress is an essential body response to any negative external stimuli, which helps avoid more harm. It includes a set of adaptive reactions of the organism that violate the state of the human nervous system and homeostasis. Moreover, in some situations, one-time severe stress, such as participation in hostilities, the threat of death, or violence, can cause post-traumatic stress disorder. It formulates a painful mental state for a person for a long time. Despite the many kinds of stress, the impact on the human body has similar features in all types, moreover, some steps may be taken to reduce stress.

In most cases, the effect of stress on the body is negative since hypersecretion of hormones occurs due to the mechanism of adaptation. It disrupts the normal functioning of the systems in the human body and causes neurosis, anxiety, depression, mood swings, and emotional instability (Cakmur, 2020). Furthermore, stress can lead to sleep disturbances, memory problems, overanxiety, temper tantrums, and increased fatigue. Prolonged exposure to stress worsens the body’s resistance and the immune and vegetative systems of a person and disrupts the functioning of hormonal glands and metabolism (Cakmur, 2020). Stress can be caused by changing place of residence or job, the death of a close person, divorce, everyday troubles associated with money problems, or sharp deadlines. Moreover, stress negatively affects not only the systems of the human body, but also mental health, since it can cause some disorders.

Under stress, biochemical reactions occur much faster than usual, releasing many necessary hormones depending on the situation in a short time. It allows one to utilize more resources than usual, but at the same time, the body’s resource is depleted faster. The adrenal glands release a large amount of adrenaline into the blood, which is the primary fast-acting stimulant. During the release of adrenaline, thought processes, strength, and speed increase, however, after some time, the person feels sharp, severe fatigue. Moreover, excessive amounts of hormones released during stress cause unwanted reactions that can lead to various diseases. Due to the large amount of adrenaline during stress, processes inside the body are accelerated, the pulse quickens, pressure rises, and breathing becomes fast and intermittent. All this negatively affects the human body as stress causes an excessive load on all systems. In addition, the active release of hormones negatively affects the hormonal system, since it incorrectly distributes the allocated body’s resources.

Stress reduction methods include urgent, that is, those that should be taken immediately after the incident, and long-term. One of the most effective immediate techniques is to focus on one’s own breath and try to align it (Chahal, 2021). If done correctly, this method helps lower pressure, equalize the pulse and reduce the release of adrenaline. Moreover, by concentrating on the breath, one can take one’s mind off the situation and slow down the too-fast thought process to make a thoughtful decision. If the situation allows, yoga, jogging, walking, or any physical activity can help to reduce stress as well. Yoga promotes clearing the brain of unnecessary thoughts and information and concentrating on an effective action plan. In turn, physical activity causes the release of dopamine, or the hormone of joy, which will improve mood. Long-term methods include socializing, finding a new hobby, getting a pet, and traveling.

To conclude, stress is an adaptive response of the body to external stimuli involving the nervous system and hormones. Although severe stress can cause a short-term increase in strength, speed, and thought process, it has a negative effect on the body. The accumulation of hormones causes unhealthy processes in the systems of the human body, which contribute to the development of diseases. In addition, hypersecretion of hormones provokes a rapid depletion of the body and a decrease in resistance and immunity.

References

Cakmur, H. (2020). Effects of Stress on Human Health. Books on Demand.

Chahal, R. S. (2021). Exquisite Stress Management. Rana Books India.

Introduction

The integumentary system is one of the most important in the human body. This significance is because it contributes to protection from external and internal environmental factors. Moreover, it plays the role of supporting all internal systems of the human body. An article titled “Stress can turn hair gray – and it is reversible, researchers find” by Columbia University Irving Medical Center was chosen for this post. The main topic of this study was the study of the influence of a negative psychological state of a person on the increase in the number of gray hairs.

Discussion

A quantitative study examined the possible effect of stress on the loss of pigmentation in the hair. The basis was the study of the hair and stress diaries of 14 volunteers (Stress can turn hair gray, 2021). This process showed “associations between stress and hair graying were revealed and, in some cases, a reversal of graying with the lifting of stress” (Stress can turn hair gray, 2021, para, 12). One of the main reasons for this process was stress-induced changes in mitochondria. Moreover, the article found that the reverse process is possible for some individuals when the hair regains color. This process is caused by the fact that the follicles can reach a certain threshold, which, under the influence of stress, can cause graying.

Conclusion

In conclusion, the article “Stress can turn hair gray – and it is reversible, researchers find” explores such an essential part of the integral system as hair. It proves that a stressful state can cause an increase in the amount of gray hair in a person. This is due to the negative effect on the mitochondria in the cells. However, for some individuals, this process can be reversed with reduced stress.

Reference

Stress can turn hair gray — and it’s reversible, researchers find. (2021). Columbia University Irving Medical Center. Web.

Introduction

When people think about nursing, they imagine a group of professional individuals who promote well-being, improve health and prevent illnesses. In other words, nursing is about the safety and comfort required by patients who expect effective care and treatment. At the same time, nursing is one of the most stressful jobs due to high demands, employee shortages, and diverse responsibilities (Babapour, Gahassab-Mozaffari & Fathnezhad-Kazemi, 2022).

Discussion

Not much attention is paid to the possibility of health concerns among nurses. Thus, during the last several decades, work-related stress among nurses has become a serious public health problem that affects nurse health and productivity and needs a solution (Green & Kinchen, 2021). This project will discuss nurse stress and the implementation of mindfulness meditation sessions as a main intervention for its reduction. This approach does not cost a lot, but its outcomes may help nurses manage their mental health and complete their tasks properly.

Problem Statement

In practice, the problem of nurse stress should be addressed to understand what kind of support to offer. Today, it is not easy to distribute all clinical resources properly, and such issues as burnout, miscommunication, employee shortage, and medical errors continue to affect care quality, patients, and their families. Nurses perform multiple tasks, and job-related stress is inevitable sometimes.

Conclusion

Instead of thinking that nurses are experienced enough to improve their well-being on their own, additional help is required. Nurse stress should no longer be ignored, and the effect of mindfulness meditation may be considered as one of the possible interventions.

References

Babapour, A. R., Gahassab-Mozaffari, N., & Fathnezhad-Kazemi, A. (2022). Nurses’ job stress and its impact on quality of life and caring behaviors: A cross-sectional study. BMC Nursing, 21(1).

Green, A. A., & Kinchen, E. V. (2021). The effects of mindfulness meditation on stress and burnout in nurses. Journal of Holistic Nursing, 39(4), 356-368.

Assessment and Diagnosis

Identifying Data

• Date of initial assessment: N/A
• PSEUDO Name: Ana

Reason for Referral/Presenting Problem

Ana is a self-referred and re-occurring client who entered counseling after the case of domestic violence. Ana decided to seek mental health help for the first time after the assault case when an abusive partner broke into her home and threatened her with a knife. Recently, the Department of Corrections (DOC) informed Ana that her ex-partner would be released on probation. As a result, Ana expressed feelings of anxiety and fear for her and her daughter’s safety. During the counseling session, I assured Ana of confidentiality, and she allowed me to document her case for this presentation under a pseudo-name.

Source of Information. The information was obtained during the psychospiritual assessment of the client.

Summary

Ana is a 40-years old Spanish Speaking Latino female; the information on her previous education and profession was unavailable. She did not experience mental health problems until the domestic violence incident. Ana appeared very anxious due to the traumatizing effect of armed assault and worrying news about her ex-partner’s upcoming release. She has a daughter who recently arrived in the United States from Ecuador. Ana said concerns about her own and her daughter’s safety caused problems with sleeping and severe fatigue — sometimes, her mind went blank. From the spiritual perspective, Ana called herself a devout Christian believer and said that religion is one of the few things that offer her comfort in these difficult days full of fear and anxiety.

DSM-5 Diagnosis

• F 41.1 — Generalized Anxiety Disorder (provisional) (American Psychiatric Association [APA], 2013).
• Differential diagnosis: Posttraumatic stress disorder.

Rationale

Judging from the initial assessment, Ana is experiencing the symptoms of generalized anxiety disorder. In particular, she complained about persistent anxiety, worries, and sleep disturbance. In addition, Ana talked about severe difficulties with concentrating and a constant feeling of fatigue. Lastly, Ana mentioned several episodes of her mind going blank. A differential diagnosis of posttraumatic stress disorder may also be applicable since Ana’s anxiety was primarily based on the DOC’s letter containing information about the upcoming release of her abusive ex-partner.

Case Conceptualization

Step 1: Identify and List Client Concerns and Any Other Problem Areas

• Anxiety: Worries about daughter
• Fatigue: Worries about own safety
• Mind going blank; Sleep disturbances

Step 2: Organize Concerns Into Logical Thematic Groupings Descriptive-Diagnostic

Generalized Anxiety Disorder (Descriptive-Diagnostic)

Step 3: Theoretical Inferences: Attach Thematic Groupings to Inferred Areas of Difficulty

• Maladaptive thinking (CBT)
  • Ana experienced anxiety related to the following areas: her safety and her daughter’s safety.
• Maladaptive behaviors (CBT)
  • Excessive worrying leading to sleep disturbances and subsequent symptoms, such

Step 4: Narrowed Inferences and Deeper Difficulties

Cognitive Distortions: Magnification and Helplessness

Cbt: I Fear for Myself and My Daughter; I Cannot Sleep, I Cannot Relax and Think About Anything Else.

Narrative of the Case Conceptualization

From the cognitive-behavioral therapy (CBT) perspective, Ana has expressed several maladaptive thoughts and behaviors. In particular, her anxiety stemming from excessive worries about the DOC’s decision resulted in sleep disturbance. Ana has become fatigued and restless due to her constant maladaptive thinking. She also developed a cognitive distortion of magnification since she saw her ex-partner’s imminent release as an unavoidable, unmanageable threat. A magnified perception of threat and helplessness triggered crippling anxiety. In turn, anxiety resulted in Ana’s inability to shift focus and evaluate her situation without a lens of fear.

Treatment Planning/Integration/Counseling Theory

Integration of Faith

I apply the Christian faith to counseling via the Integration View, an approach proposed by Stanton Jones. According to Jones (2010), the integration of Christianity and psychology implies providing the notion of the lordship of Christ and God’s true Word with an appropriate place of authority in determining fundamental beliefs. In Ana’s case, I integrated Christianity into counseling in order to boost the client’s confidence and her inner belief in her ability to overcome fear and anxiety. As Isaiah 41:10 says:

• So do not fear, for I am with you;
• do not be dismayed, for I am your God.
• I will strengthen you and help you;
• I will uphold you with my righteous right hand (Holy Bible, New International Version, 1973/2011);

The integration of faith had a positive impact on Ana. As a fellow Christian, she found my approach relatable and supported the idea of drawing mental strength and comfort in faith. In particular, she agreed that God would like to see her strong, not dismayed by the DOC’s decision. Ana said that with God’s help, she would be able to proceed through the therapy and cooperate with the DOC’s victim service unit. From the Christian perspective, Ana’s issues stemmed from desperation and fear. As such, we agreed that prayers and meditation would make a fine addition to the standard CBT interventions and cooperation with the DOC.

Personal Model of Counseling

I am convinced that effective counseling should be based on a scholarly foundation and include a spiritual element. My counseling model includes two elements — CBT as a theoretical basis and Christianity as a potent provider of moral strength for my clients and me. On the one hand, CBT-based interventions are well-suited for identifying and correcting harmful behaviors with a decent degree of effectiveness. On the other hand, Christianity grants me the inner power and wisdom to provide clients with spiritual guidance and moral support. Therefore, I intend to acquire a deeper knowledge of CBT and study the Christian texts to improve my mastery of the personal counseling model.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Author.

Holy Bible, New International Version. (2011). Biblica (Original version published 1973).

Jones, S. L. (2010). An integration view. In E. L. Johnson (Ed.), Psychology and Christianity: Five views (2^nd ed., pp.101-142). IVP Academic.

Abstract

This report and the information presented in it is structurally a systematic review. Researchers note a systematic review “uses systematic and reproducible methods to identify, select and critically appraise all relevant research, and to collect and analyze data from the studies that are included in the review” (Systematic reviews in the health sciences, 2020, para. 1). This systematic review will observe articles on the topic of “of stress management in university students.”

Introduction

Students turn to various stress management tactics such as coping, psychotherapy, exercise, and pet therapy to minimize stress and anxiety patterns, and depression symptoms, which are due to many stress factors in the educational process.

It is possible to note that “at the most basic level, stress is our body’s response to pressures from a situation or life event” (Stress, 2020, para. 2). Researchers state that “stress has a way of becoming chronic as the worries of everyday living weigh us down” (What Is Stress Management? 2018, para. 5). Researchers are exploring the interconnectedness of stress management methods and stress levels of university students to identify the most effective strategy for improving the psychological state. The purpose of this systematic review is to investigate how stress management research techniques have changed in the PICOS framework and tendencies in stress levels and stress factors in the period of the last ten years.

Methodology

Eligibility Criteria

The eligibility criteria of selected studies of the systematic review are the PICOS (Population, Intervention, Control/Comparator, Outcome, and Study Design) framework. It is because “without a well-focused question, it can be very difficult and time-consuming to identify appropriate resources and search for relevant evidence” (PICO Framework, 2019, para. 1). The PICOS framework allows formulating the research question and selects the competent data sources and highlights information that interests the researcher. Studies should include university students as a population, socio-psychological surveys, and physical activities as interventions.

Pretest and posttest data and time frames as comparators and control should also be represented. Changes in stress, anxiety, and depression levels, found stress factors, and the difference between them serve as the outcome. The eligibility criteria for the systematic review are 2015-2020 and 2005-2010 years frames for studies. Such structures allow comparing research methods in the framework of the PICOS framework and the trends of stress management in university students. The publication status of this report is an academic paper, and the language is English, which is due to the condition of the international language of communication.

Information Sources

The information sources for this systematic review were the four largest databases, which are Google Scholar, Frontiers in Physiology, Taylor & Francis Online, and Z-Library. It is possible to note that “Google Scholar is a web search engine that specifically searches scholarly literature and academic resources” (What is Google Scholar and how do I use it? 2019, para. 1). According to official information, “Frontiers in Physiology is a leading journal in its field, publishing rigorously peer-reviewed research on the physiology of living systems” (Scope & mission, 2020, para. 1).

Authors note “Taylor & Francis partners with world-class authors, from leading scientists and researchers to scholars and professionals operating at the top of their fields” (About Taylor & Francis Group, 2020, para. 1). It is also possible to state that “Z-Library is one of the largest online libraries in the world that contains over 4,960,000 books and 77,100,000 articles” (Z-Library articles, 2020, para. 1). All the databases described above provide a massive layer of scientific information and use convenient and fast search engines, which the author of this systematic review last used on March 30, 2020.

Search

Electronic search strategy for Google Scholar:

1. Enter keywords such as “stress, anxiety, depression, levels, management, university students” in the search bar;
2. Click on “from 2016” or “select dates” and enter a specific time interval;
3. Click on the title of the found study or the PDF version link on the right.

Electronic search strategy for Frontiers in Physiology:

1. Enter keywords such as “stress, anxiety, depression, levels, management, university students” in the search bar;
2. Select the “article” category and click on it;
3. Click on the title of the found study;
4. Download PDF version of the found article.

Electronic search strategy for Taylor & Francis Online:

1. Enter keywords such as “stress, anxiety, depression, levels, management, university students” in the search bar;
2. Select the “article” category and click on it;
3. Select “Only show Open Access” point;
4. Click on the title of the found study;
5. Electronic search strategy for Z-Library.

Electronic search strategy for Z-Library:

1. Select the “article” category and click on it;
2. Enter keywords such as “stress, anxiety, depression, levels, management, university students” in the search bar;
3. Select the “article” category and click on the title of the found study.

Study Selection

The method for selecting studies is PRISMA, which stands for Preferred Reporting Items for Systematic Reviews and Meta-Analyses. According to official information, “PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses” (Welcome to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) website, 2015, para. 1). This methodology includes processes of screening (n = 30), eligibility (n = 30), exclusion from review (n = 15) and inclusion in review (n = 15).

Data Collection Process

Risk of Bias in Individual Studies

CASP (Critical Appraisal Skills Program) is a risk of bias assessment methodology in this systematic review. According to official information, “these checklists were designed to be used as educational pedagogic tools, as part of a workshop setting” (CASP Critical Appraisal Skills Programme, 2018, para. 4). It is essential to mention that the CASP Checklist for qualitative researches was selected among all tools to assess examined studies.

Results

Flow Diagram

2015-2020 studies excluded from the review:

1. Ahmed, Z. and Julius, S. H. (2015). ‘Academic performance, resilience, depression, anxiety and stress among women college students’;
2. Binfet, J. T. et al. (2018). ‘Reducing university students’ stress through a drop-in canine-therapy program’;
3. Kaya, C. et al. (2015). ‘Stress and life satisfaction of Turkish college students’;
4. Kim, S. H. and Choi, Y. N. (2017). ‘Correlation between stress and smartphone addiction in healthcare-related university students’;
5. Kuang-Tsan, C. and Fu-Yuan, H. (2017). ‘Study on the relationship among university students’ life stress, smart mobile phone addiction, and life satisfaction’;
6. Pengpid, S. and Peltzer, K. (2018). ‘Vigorous physical activity, perceived stress, sleep and mental health among university students from 23 low-and middle-income countries’;
7. Song, Y. and Lindquist, R. (2015). ‘Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students’;
8. Spadaro, K. C. and Hunker, D. F. (2016). ‘Exploring the effects of an online asynchronous mindfulness meditation intervention with nursing students on stress, mood, and cognition: a descriptive study’;
9. Van der Riet, P. et al. (2015). ‘Piloting a stress management and mindfulness program for undergraduate nursing students: student feedback and lessons learned’;
10. Zhao F. F. et al. (2015). ‘The study of perceived stress, coping strategy and self‐efficacy of Chinese undergraduate nursing students in clinical practice’.

2005-2010 studies excluded from the review:

1. Deniz, M. (2006). ‘The relationships among coping with stress, life satisfaction, decision-making styles and decision self-esteem: an investigation with Turkish university students’;
2. Dixon, S. K. and Kurpius, S. E. R. (2008). ‘Depression and college stress among university undergraduates: Do mattering and self-esteem make a difference?’;
3. Dusselier, L. et al. (2005). ‘Personal, health, academic, and environmental predictors of stress for residence hall students’;
4. Mercer, A., Warson, E. and Zhao, J. (2010). ’Visual journaling: An intervention to influence stress, anxiety and affect levels in medical students’;
5. Segrin, C. et al. (2007). ‘Social skills, psychological well-being, and the mediating role of perceived stress’.

2015-2020 Study Data Summary

Beiter et al. (2015) examined Franciscan University undergraduate students (n = 374, 18-24 y/o) to verify the presence of stress, anxiety, and depression symptoms rates. The research methodology consists of a 21-question version of the Depression Anxiety Stress Scale (DASS21), everyday life concern factors rating, and demographic questions (Beiter et al., 2015, p. 90). The gender distribution of the population is females (63%) and males (37%). Surveys showed normal (62%, 60%, 67%), mild (12%, 15%, 10%), moderate (15%, 7%, 12%), severe (8%, 7%, 6%), or extremely severe (3%, 8%, 5%) presence of stress, anxiety and depression rates. The overall positive correlation among all categories is significant (P <.05). Prevailing stress groups are transfer (P <.01), upperclassmen (P <.05), and living off-campus students (P <.05).

Daltry (2015) explored acceptance and commitment therapy (ACT) to improve the anxiety management of university students (n = 6). Some participants (n = 2) chose individual counseling, other Caucasian female undergraduate students (n = 4, 18-20 y/o) participated in group counseling. The research methodology includes the dependent sample t-test. During the nine-session therapy, students completed the Burns Anxiety Inventory, the Acceptance and Action Questionnaire-2, the Distress Tolerance Scale (Daltry, 2015, p. 39). Results show the effectiveness of the therapy and significant difference (p =.005) between anxiety levels before (mean = 54.00, SD = 11.17) and after (mean = 24.00, SD = 14.07) the ACT.

Garett, Liu, and Young, (2017) examine freshmen students’ (n = 197) stress levels and their fluctuations depending on exams during the semester (Oct.-Dec.). The research methodology consists of General Linear Mixed-Model (Garett, Liu, and Young, 2017, p. 1). During the study (10 weeks), students were filling out personal stress reports. Analysis of the data showed that the stress level of first-year students varies during the average period of study (mean = 3.4, SD = 0.99), mid-term (mean = 3.57), and final examinations (mean = 3.95). Women are more susceptible to stress (mean + 0.2), and the relationship between stress indicators and the female gender is significant (p = 0.03). The most effective stress management tactic is exercise (p <.01).

Geng and Midford (2015) investigated the levels of stress among first-year university students (n = 139) undertaking teaching practicums, other years’ university students (n = 143), and factors contributing to stress disorders development. Researchers use the PSS-10 scale and online questionnaire methods (Geng and Midford, 2015, p. 1). First-year students experience (mean = 22.50, SD = 6.14) more severe stress rates than other years students (mean = 20.31, SD = 5.91). A significant difference (p <.01) is present among the stress rates of different years’ college students. The survey showed such basic predictors of stress as unawareness of mentors’ support (62.1%), university work commitment (51.7%), paid work outside university (35.5%), and performance assessment (14.3%).

Jafar, et al. (2016) conducted a study of students (n = 30) of the Islamic Azad University dividing them into experimental (n = 15) and control (n = 15) groups to determine the levels of anxiety. During the quasi-experimental intervention, students took part in Anxiety Inventory testing and then in stress management training (Jafar, et al., 2016, p. 47). Experimental group showed pretest (mean = 11.40, SD = 77.7), posttest (mean = 7.08, SD = 4.38), follow-up (8.61, SD = 4.5) anxiety levels. Control group showed pre-test (mean = 10.88, SD = 7.61), post-test (mean = 10.04, SD = 5.56), follow-up (10.08, SD = 8.32) anxiety levels. There are pretest-posttest (P < 0.01) and posttest-follow-up (P < 0.01) differences in anxiety rates in both groups.

Salam et al. (2015) examined the degree of stress and the common stress management tactics among medical students (n = 234) of the University Kebangsaan Malaysia. The main methods that the authors used in the study are observational. Students completed a standardized questionnaire related to subjective experiences and stress. The study shows the presence of stress (49%) among students.

The most susceptible to stress were third-year (mean = 6.41, SD = 3.69), female (mean = 7.00, SD = 4.12), and Malay (mean = 7.43, SD = 2.14) groups of students (Salam, A. et al., 2015, p. 171). The most frequent stress management tactic among third-year female (mean = 60.47, SD = 9.97) and Malay (mean = 59.83, SD = 10.45) groups is task-oriented. The least frequent stress management tactic among third-year female (mean = 42.61, SD = 9.20) and Malay (mean = 59.83, SD = 10.45) groups is emotion-oriented.

Saleh, Camart, and Romo (2017) investigated mental factors predictive of stress among college students (n = 483) in France. The age of the student population is ranked between 18-24 years (mean = 20.23, SD = 1.99). The primary survey method for research is online data collection based on Google Docs questionnaires and regression analyses (Saleh, Camart, and Romo, 2017, p.19). Students noted the presence of anxiety feelings (86.3%), depressive symptoms (79.3%), and psychological distress (72.9%). The main factors influencing the occurrence of stress disorders are the low sense of self-efficacy (62.7%), low self-esteem (57.6%), and little optimism (56.7%).

Samaha and Hawi (2016) studied the perceived stress and smartphone addiction interconnections among university students (n = 249). The population of students is partly male (54.2%) with the age range of 17-26 y/o (mean = 20.96, SD = 1.93). The methodology of the authors’ survey is Pearson correlations. Students completed Addiction Scale – Short Version, the Perceived Stress Scale, and the Satisfaction with Life Scale testing (Samaha, and Hawi, 2016, p. 321).

There are percentages of students with low risk (49.1%) of smartphone addiction and high risk (44.6%) of smartphone addiction. There are percentages of students with low perceived stress levels (53.4%) and high perceived stress levels (46.6%). Results show a non-significant positive correlation (p <.002) between perceived stress and smartphone addiction.

Wood et al. (2018) conducted a pet study of the effects of pet therapy involving dogs on the anxiety levels of university students (n = 131). Age of participants ranged from 18 to 35 years (mean = 19.92, SD = 2.60). The population of participants is composed of male (n = 35, 26.7%) and female (n = 96, mean = 73.3) representatives. Participants were tested before and after pet therapy intervention (15 min). The rates of anxiety before (mean = 43.16, SD = 10.56) and after (mean = 29.94, SD =9.94) dog therapy vary significantly (p < 0.001). Pet therapy involving dogs has a positive effect on reducing anxiety among Saint-Joseph University students.

Younes et al. (2016) examined the correlation and relationships between depressive syndromes, stress, and anxiety rates and Internet addiction among university students (n = 600). The participants from the university were only students of healthcare-related faculties. Researchers used methods such as DASS 21, the Rosenberg Self Esteem Scale (RSES), the Young Internet Addiction Test (YIAT), and the Insomnia Severity Index (Younes et al., 2016, p. 1). The cross-sectional questionnaire-based survey revealed average indicators of existing (mean = 30, SD = 18.474) and potential (16.8%) prevalence of Internet addiction. Potential Internet addiction is more often seen in men (23.6%) than in women (13.9%), therefore, varies greatly (p = 0.003). Potential internet addiction indicators have high correlation (p < 0.001) with stress disorders.

2015-2020 Studies Risk of Bias Assessment

2005-2010 Study Data Summary

Abdulghani (2008) explored the correlation between stress levels of King Saud University students (n = 600) and academic indicators such as academic years of education process and grades. The researcher chooses a voluntary questionnaire as research (Abdulghani, 2008, p. 569). Responding participants (n = 494, the mean age = 21.4, the SD age = 1.9) completed the Kessler10 stress inventory. The results show some students (57%) experience stress mild (21.5%), moderate (15.8%), and severe (19.6%) stress levels, others do not (43.1%). The association between stress levels and the first years of study is significant (p < 0.0001). %). The association between stress rates and academic grades is not significant (p = 0.46). The most frequent major stressors are the educational process (60.3%) and the environment (2.8%).

Bayram and Bilgel (2008) investigated the psychological state of university students (n = 1,617) in Turkey regarding anxiety, stress and depressive symptoms rates. There are male (44.4%) and female (55.6%) representatives of the mean ages of 20.7 (SD = 1.7) and 20.3 (S = 1.6) years. The primary research methodology is DASS-42 (Bayram and Bilgel, 2008, p. 667). Interviewed university students experience levels of stress (mean = 14.92, SD = 6.71), anxiety (mean = 9.83, SD = 5.94), and depression (mean = 10.03, SD = 6.88) levels. Women are much more likely to experience stress (p = 0.001), anxiety (p = 0.005). Freshmen also have elevated rates of stress (p = 0.044), anxiety (p = 0.000), and depressive syndromes (p = 0.003).

Dahlin, Joneborg, and Runeson (2005) examined the presence of depression and related stressors in Swedish students (n = 342) of the Karolinska Institute Medical University. During the study, responders (90.4%) completed the Higher Education Stress Inventory (HESI), the Major Depression Inventory (MDI), and Meehan’s suicidal ideation questions (Dahlin, Joneborg, and Runeson, 2005, p. 594). Students report depressive symptoms (12.9%) and suicide attempts (2.7%). Depressive symptoms prevail in the female group (16.1%) more than in the male (8.1%). The study showed that the most common stress factor is a lack of feedback.

Oman et al. (2008) studied the effect of moderated physical activity on stress levels among randomly selected university students. The research methodology consists of the pretest, moderate physical activity intervention (8 weeks), and posttest. Randomly selected groups of students took part in Mindfulness-Based Stress Reduction (n = 15), Easwaran’s Eight-Point Program (n = 14), and Wait-List Control (n = 15) (Oman et al., 2008, p. 569). Data analysis showed perceived stress levels (mean = 18.11, SD = 6.19) (mean = 18.11 – 2.41) decreased after moderation physical activity intervention with a significant difference (p =.099).

Shah et al. (2010) conducted a study (3 months) examined perceived stress levels of Pakistani university students (n = 200) of Medicine in CMH Lahore Medical College. Research methods are a cross-sectional, questionnaire-based survey (PSS-14) and 33-item questionnaire. Results show respondents (n = 161, 80.5%) of both male (n = 53, 32.92%) and female (n = 108, 67.08%) groups of 17 – 25 years (mean = 20.35, SD = 1.09) experience stress (mean = 30.84, SD = 7.01). The female group (mean = 31.94, SD = 6.28) of respondents is more susceptible to stress than the male group (mean = 28.60, SD = 7.92). A significant difference between the two indicators is present (p < 0.05). The level of stress insignificantly negatively correlates with academic performance (p > 0.05).

2005-2010 Studies Risk of Bias

Discussion

Conclusions and Summary of Evidence

This systematic review examines ten scholarly articles over the past five scholarly years, five articles over the 2005-2010 years, and compares them from the perspectives of PICOS and stress management. An overview of all studies shows that the population in terms of social status, age, and gender groups has not changed over ten years. A comparison of the studies of Abdulghani, Bayram and Bilge, and Younes et al., Samaha, and Hawi shows an increase in intervention methods. The types of comparators and controls have also not changed, which is noticeable in the examples of Wood et al. and Oman et al. studies. A study of the findings of all studies shows that researchers use general principles for interpreting outcomes.

A comparison of the studies of Salam et al. and Shah et al. speak of a continuing trend of increased stress among women over the past ten years. In addition to the significant primary stressors associated with educational processes, studies by Younes et al., and Samaha and Hawi show the emergence of new factors, namely smartphones and the Internet. The works of Geng and Midford and Abdulghani mark the continued trend of a high level of stress among first-year students. Future research should be aimed at studying the reform of stress management methods to develop techniques for female students and first-year students.

Limitations

The fundamental limitations of a systematic review are the themes of stress management and university students. Another principal limitation of the systematic review is the periods of 2015-2020 and 2005-2010 years. The publication format of the reviewed works, namely, scientific articles also a limitation. Electronic databases as sources of information also represent the confines of the report. PICOS framework, PRISMA process, CASP risk of the bias assessment tool is also necessary to research limitations.

Reference List

Abdulghani, H. M. (2008). ‘Stress and depression among medical students: a cross-sectional study at a medical college in Saudi Arabia’, Pakistan journal of medical sciences, 24(1), pp. 12-17.

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Ahmed, Z. and Julius, S. H. (2015). ‘Academic performance, resilience, depression, anxiety and stress among women college students’, Indian journal of positive psychology, 6(4), p. 367.

Bayram, N. and Bilgel, N. (2008). ‘The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students’, Social psychiatry and psychiatric epidemiology, 43(8), pp. 667-672.

Beiter, R. et al. (2015). ‘The prevalence and correlates of depression, anxiety, and stress in a sample of college students’, Journal of affective disorders, 173, pp. 90-96.

Binfet, J. T. et al. (2018). ‘Reducing university students’ stress through a drop-in canine-therapy program’, Journal of Mental Health, 27(3), pp. 197-204.

CASP Critical Appraisal Skills Programme (2018) Web.

Dahlin, M., Joneborg, N. and Runeson, B. (2005). ‘Stress and depression among medical students: a cross‐sectional study’, Medical education, 39(6), pp. 594-604.

Daltry, R. M. (2015). ‘A case study: An ACT stress management group in a university counseling center’, Journal of College Student Psychotherapy, 29(1), pp. 36-43.

Deniz, M. (2006). ‘The relationships among coping with stress, life satisfaction, decision-making styles and decision self-esteem: an investigation with Turkish university students’, Social Behavior and Personality: an international journal, 34(9), pp. 1161-1170.

Dixon, S. K. and Kurpius, S. E. R. (2008). ‘Depression and college stress among university undergraduates: Do mattering and self-esteem make a difference?’, Journal of College Student Development, 49(5), pp. 412-424.

Dusselier, L. et al. (2005). ‘Personal, health, academic, and environmental predictors of stress for residence hall students’, Journal of American college health, 54(1), pp. 15-24.

Garett, R., Liu, S. and Young, S. D. (2017). ‘A longitudinal analysis of stress among incoming college freshmen’, Journal of American college health, 65(5), pp. 331-338.

Geng, G. and Midford, R. (2015). ‘Investigating first-year education students’ stress level. Australian’, Journal of Teacher Education, 40(6), pp. 1-12.

Jafar, H. M. et al. (2016). ‘The effectiveness of group training of cbt-based stress management on anxiety, psychological hardiness and general self-efficacy among university students’, Global journal of health science, 8(6), pp. 47-54.

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Kim, S. H. and Choi, Y. N. (2017). ‘Correlation between stress and smartphone addiction in healthcare-related university students’, Journal of Korean Society of Dental Hygiene, 17(1), pp. 27-37.

Kuang-Tsan, C. and Fu-Yuan, H. (2017). ‘Study on the relationship among university students’ life stress, smart mobile phone addiction, and life satisfaction’, Journal of Adult Development, 24(2), pp. 109-118.

Mercer, A., Warson, E. and Zhao, J. (2010). ’Visual journaling: An intervention to influence stress, anxiety and affect levels in medical students’, The Arts in Psychotherapy, 37(2), pp. 143-148.

Oman, D. et al. (2008). ‘Meditation lowers stress and supports forgiveness among college students: a randomized controlled trial’, Journal of American college health, 56(5), pp. 569-578.

Pengpid, S. and Peltzer, K. (2018). ‘Vigorous physical activity, perceived stress, sleep and mental health among university students from 23 low-and middle-income countries’, International journal of adolescent medicine and health, p. 1

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Salam, A. et al. (2015). ‘Stress among first and third-year medical students at University Kebangsaan Malaysia’, Pakistan journal of medical sciences, 31(1), pp. 169-173.

Saleh, D., Camart, N. and Romo, L. (2017). ‘Predictors of stress in college students’, Frontiers in psychology, 8, pp. 19-26.

Samaha, M. and Hawi, N. S. (2016). ‘Relationships among smartphone addiction, stress, academic performance, and satisfaction with life’, Computers in Human Behavior, 57, pp. 321-325.

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Segrin, C. et al. (2007). ‘Social skills, psychological well-being, and the mediating role of perceived stress’, Anxiety, stress, and coping, 20(3), pp. 321-329.

Shah, M. et al. (2010). ‘Perceived stress, sources and severity of stress among medical undergraduates in a Pakistani medical school’, BMC medical education, 10(1), pp. 1-8.

Song, Y. and Lindquist, R. (2015). ‘Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students’, Nurse education today, 35(1), pp. 86-90.

Spadaro, K. C. and Hunker, D. F. (2016). ‘Exploring the effects of an online asynchronous mindfulness meditation intervention with nursing students on stress, mood, and cognition: A descriptive study’, Nurse education today, 39, pp. 163-169.

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Wood, E. et al. (2018). ‘The feasibility of brief dog-assisted therapy on university students stress levels: the PAwS study’, Journal of Mental Health, 27(3), pp. 263-268.

Younes, F. et al. (2016). ‘Internet addiction and relationships with insomnia, anxiety, depression, Stress and self-esteem in university students: a cross-sectional designed study’, PLoS ONE, 11(9), pp. 1-13.

Zhao F. F. et al. (2015). ‘The study of perceived stress, coping strategy and self‐efficacy of Chinese undergraduate nursing students in clinical practice’, International journal of nursing practice, 21(4), pp. 401-409.

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Elevated stress among college students is detrimental because it can negatively affect their physical and mental health. Undergraduate learners with distress are likely to experience such behaviors as increased alcohol consumption, unhealthy eating habits, less exercise, and poor sleep. Therefore, there is an increasing demand for appropriate distress management approaches to counter the aforementioned outcomes. Developing distress decreasing programs, such as mindfulness meditation intervention, on campuses might be an efficient methodology for minimizing stress among students in higher institutions (Huberty et al., 2019). This essay provides a summary of an article on mindfulness meditation, outlines key takeaways from the presentation, defines terms from the piece, and describes findings related to “Calm,” a mobile application that encourages mindfulness meditation.

Article Summary

Since it can impact learners’ mental and physical health, developing distress reduction strategies on campuses is of significant precedence. Mindfulness interventions are increasingly becoming popular in colleges because they might help lower stress levels among undergraduates. Huberty et al. (2019) conducted this research to examine mindfulness meditation’s efficacy delivered through “Calm,” a client-centered mobile application for eight weeks. The study also tested the program’s feasibility through a mobile app and examined the possible implications it has on health behaviors. The methodology included a randomized wait-list control experiment with evaluations at baseline, eight weeks (post-intervention), and twelve weeks (follow-up) (Huberty et al., 2019). The findings revealed considerable modifications in all outcomes between the placebo and treatment grouping following covariate adjustments (post-intervention). Many learners in the group testified that “Calm” was instrumental in reducing stress since they were satisfied with the app and would recommend it to their schoolmates (Huberty et al., 2019). In conclusion, “Calm” is useful in mindfulness meditation to decrease stress and enhance self-compassion and mindfulness among students. As a health and physical educator, this research equips me with mindfulness knowledge to design future projects and help learners reduce stress levels.

Key Takeaways

There seems to be a similar degree of improvement in smartphone-based mindfulness applications compared to in-person attendance programs. However, “Calm” had a greater opportunity for continued use and convenient compliance. Another significant takeaway from the study is that mobile app mindfulness intervention is a promising approach to improving students’ quality of sleep by reducing disturbances. The finding is supported by Greeson and colleagues, who claim that there is a significant decrease in sleep problems after engaging in mindfulness meditation programs (Huberty et al., 2019). Thirdly, the change magnitude in perceived stress or mental health is greater after participating mindfulness meditation, especially at the follow-up stage. Finally, meditation has a sustained potential of improving mindfulness, even in the absence of a follow-up period. However, the mindfulness effect is more significant at the aforementioned assessment.

Definitions

Stress is defined as feelings of psychological, physical, or emotional tension that result from any challenge that makes one feel overwhelmed or frustrated. According to Huberty et al. (2019), college students have reported feeling overwhelmed due to the demands and stressors they encounter as they learn how to manage their finances, obtain autonomy from their families, make career choices, and balance extracurricular activities and an increased academic workload. Huberty et al. (2019) hold that anxiety, depression, and suicidal thoughts are the predictors of distress amid learners in college. Based on this survey, 60.8% of learners experienced overwhelming anxiety, and 38.2% reported being depressed, a condition that negatively impacted their functioning capability (Huberty et al., 2019). The research also claimed that 10.4% of undergraduates had suicidal ideation, which is among the leading causes of death among young adults and teenagers.

Mindfulness is described as a condition which involves paying attention to and being knowledgeable of the current occurrences with no judgments. There are two primary mindfulness-based interventions: mindfulness-based cognitive therapy (MBCT) and mindfulness-based stress reduction (MBSR) (Huberty et al., 2019). Mindfulness meditation, a constituent of MBCT and MBSR, effectively manages stress among college students (Huberty et al., 2019). However, the intervention is costly, rigorous, and time-consuming. In this study, the variables that were measured include the intervention and the control groups. In the intervention group, the efficacy of the mindfulness meditation intervention on college-going learners with high distress levels, the feasibility of delivering the program through the “Calm” mobile app, the sustained mindful meditation impacts on self-compassion, mindfulness, and distress, and the possible intervention’s effects on health deportments was evaluated. These variables were measured within twelve weeks of assessment. The effectiveness of the intervention was compared to a stress wait-list placebo category.

Findings

There were considerable variations in self-compassion, distress, and mindfulness between the intervention group and the control set; similar results were found for self-compassion and mindfulness. Across all outcomes, the effect sizes ranged from 0.50 (moderate) to 1.24 (large). There were substantial grouping and time interactions in sleep disturbance frameworks but no severe effects for other health behaviors (Huberty et al., 2019). Participants engaged in meditation for about thirty-eight minutes weekly during the treatment’s course and twenty minutes weekly during the scheduled follow-up sessions. Most learners in the intervention category reported the application’s effectiveness in minimizing their distress levels. Moreover, most of them were gratified with the mobile app and promised to endorse it to their schoolmates.

Conclusion

In summation, this survey demonstrated the mobile application’s effectiveness in minimizing distress and improving self-compassion and mindfulness in overwhelmed college students. Although there were no direct comparisons, it seems the efficacy degree of app-based mindfulness is congruent with that of in-person attendance; it can also be used continually by clients. However, there is constrained information regarding the palatability and effectiveness of delivering mindfulness meditation interventions through mobile applications. Therefore, more research should be conducted in the aforementioned area to establish the sustainability degree and efficacy in both long-term and short-term.

Reference

Huberty, J., Green, J., Glissman, C., Larkey, L., Puzia, M., & Lee, C. (2019). Efficacy of the mindfulness meditation mobile app “calm” to reduce stress among college students: Randomized controlled trial. JMIR MHealth UHealth, 7(6), 1-26. Web.

Introduction

According to Lazarus and Folkman (1984), stress is the relationship existing between a person and the environment that compels the individual beyond resources and consequently endangering life. Stress in this context, has been defined in respect to the resources and the environmental demands. Each and every individual has a specific capacity to dealing with the challenges of imbalance between the personal needs and the environmental resources. Conversely, individuals have always learned the strategies of dealing with stress, which are known as the coping strategies.

Healthcare professionals; especially nurses are often faced with stress and burnouts at work. The stress results from the compelling demands in the healthcare settings. In most cases, the healthcare professionals tend to show empathy making them to become irresistibly worked out. Burnout on the other hand results from extensive participation in service provision without adequate rest. The healthcare professionals like nurses and the physicians must have favorable conditions under which they perform their duties. The healthcare professionals must know how to tender the antecedents versus the environmental variables during their service provision (Jamal, 2013).

The personal demands versus the environmental demands are the main basis for stress. Experiences that individuals go through are usually tough and emotionally challenging. Most people do not know how to apply the coping styles thus they end up experiencing the physiological changes as well as the physicall changes. The coping strategies often bring desirable changes to individuals.

The theory by Lazarus and Folkman (1984) portends that the complex processes yield the contributory antecedents that purport to rejuvenate the occurrence of stress. Ideally, the personal factors that facilitate stress include personal commitments and beliefs amid the compelling environmental challenges. This theory identifies the demands of the profession as well as the constraints. Idyllically, threshold of stress is dependent on the mediating processes which are considered as the cognitive appraisals in the theory (Thomas & Lankau, 2009).

The theory of stress and coping helps individuals to understand some of the best ways of dealing with stress. Stress has been labeled as a common feature; especially in the Intensive Care Units (ICU), where rigorous and demanding services are required. This theory explains how best the issue of stress can be addressed in the healthcare units. It also explains to what extent the coping styles should be practiced and applied.

Assumptions

The first assumption of this theory is that both the environmental and the personal factors act against each other. In this sense, the theorists contend that the forces reciprocate on one another creating a balance. Although the forces may not perfectly counter one another, it is evident that the conflict between the environmental and the personal factors in an individual lead to stress. Second assumption entails the relationship between emotions, cognitions and change. The theorists argue that both cognitions and emotions are subject to change. The changes that individuals experience in their day to day lives may compel them to unfavorable conditions. This is evident since periodical changes in the environment and the norms of the environment may make an individual worked up. In this sense, the individual may end up in stress. In addition, the third assumption says that a number of natural and environmental attributes are the prerequisites for emotions, experiences as well as the consequential action tendencies (Yi-Hua & Mei-Ling, 2012).

Stress can be of variant causes and of variant nature. People tend to respond to situations and use the same situation to attain their personal ventures. Stress-relevant situations affect individuals and can be solved by focusing on the same underlying situations. During this process, individuals may end up in harm of failure or losing. People often feel pleasant or strong and motivated when they finally achieve their goals; however, the main focus of stress sets in when individuals are unable to succeed their endeavors. Situational stress is very common in the healthcare units among nurses who fail to execute the management of patients as they wish (Peterson & Bredow, 2009).

Some people are stressed with premonitions of harmful events and loss. A forecast of harm or loss to a person may subject an individual to stress. In addition to this, overwhelming personal issues may affect the performance and lives of the individual caregivers. Some healthcare givers experience stress as a result of lost lives during their service provision. It is obvious that hurtful aspects of life make individuals incompetent and depressed.

Some of the experiences can only be solved through pace and strategy setting. These two factors will determine the magnitude of the strategy chosen. Individuals should understand the essence of difficulties and ambiguity in the procedures that they carry out. Personal beliefs and convictions are very common facilitators of burnouts and stress. In order to understand how to tame all these challenges, individuals must position themselves on a rational balance. Being so selfless and empathetic may render emotions and psychological feelings on the verge. It is important to engage coping strategy in cases of predicted stressors (Jamal, 2013).

However, problems of stress and burnouts are not easy to deal with. In as much as people may realize their potential threats inline, they may still remain challenged on how to amicably resolve them. Coping styles may be double sided. In as much as people may think that the most coping styles are problem-focused, there is evidence that some of them are emotion-focused. Problem-focused coping style may be appropriate in certain circumstances; however, there are certain situations that may require diversified approaches in dealing with the problems. Idyllically, some problems can be solved through assimilative and accommodative approaches. Nevertheless, it is difficult and almost unachievable to change the environment within which people live. Stressful environment is a major contributor to stress. Coping can therefore be initiated long before stress occurs. There are many strategies that can be applied prior to the occurrence of stress; however, these may not work well with every individual. In this case, the coping strategies should be built on the personal coping resources as well as the onset and progression of the stressor (D’Souza, Egan & Rees, 2013).

Conclusion

In as much as people apply the concept of coping in their lives and practice, they should also understand the importance and possible outcomes of the coping. Every individual in the nursing units are subjected to extreme burnout and stress. In this case, there are various strategies that ensure understanding of the situations as well as personal issues that facilitate the stress in these individuals. Integration of all the coping resources may not be inevitably achieved; nonetheless, coping remains one of the best ways that can be relevantly applied to reduce the problems experienced by the nursing professionals (George, 2011).

References

D’Souza, F., Egan, S., & Rees, C. (2013). The Relationship between Perfectionism, Stress and Burnout in Clinical Psychologists. Behaviour Change, 28(1), 17.

George, J. B. (2011). Nursing theories: The base for professional nursing practice. Upper Saddle River, N.J: Pearson Education.

Jamal, M. (2013). Job Stress among Hospital Employees in Middle East: Social Support and Type A Behavior as Moderators. Middle East Journal Of Business, 8(3), 7-16.

Lazarus, R. & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.

Peterson, S. J., & Bredow, T. S. (2009). Middle range theories: Application to nursing research. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.

Thomas, C. H., & Lankau, M. J. (2009). Preventing burnout: the effects of LMX and mentoring on socialization, role stress, and burnout. Human Resource Management, 48(3), 417-432.

Yi-Hua, H., & Mei-Ling, W. (2012). The Moderating Role of Personality in HRM – from the Influence of Job Stress on Job Burnout Perspective. International Management Review, 8(2), 5-18.

Is there a non-pharmacological psyche approach that could both strengthen and calm the mind? The most essential elements for creating positive well-being are our thoughts and bodies. Yoga teaches individuals a new lifestyle, understanding, and being by using a thorough, balanced approach. During the procedure, nevertheless, it is revealed that it has a variety of therapeutic characteristics. Some of a human’s more particular problems are likely to disappear if they participate in actions targeted at improving, recovering, or preserving general health.

Scope of Yoga

Yoga’s most major benefits are its capacity to relieve stress and exhaustion, to stimulate and revive, and to be used for anti-aging and calming treatment. In Sanskrit, the procedure is known as a shackle, or unity. Its goal is to integrate the physical and mental well-being, and it is a great method to feel considerably younger whilst still enhancing mental sharpness. Using yogic health care strategies frequently leads to a longer life (Kassymova et al., 2018). When external threats are removed and internal illnesses and destructive behaviors are eradicated, one generally leads a long healthy life.

Practicing yoga is an excellent example of achieving total health because it incorporates both the mind and body. In the end, the body cannot exist without reason, and vice versa. More and more people from all occupations are incorporating yoga into their lifestyles. Yoga is a multidisciplinary practice that can help people improve their mental and physical health and their ability to manage their emotions (Kassymova et al., 2018). Yoga is also the most popular method of self-improvement and physical health. Both wordy people and ascetics seeking liberation can benefit from it.

Regular yoga practice has been shown to have various health benefits, including improved fitness and more normal blood pressure. Yoga is a well-known stress reliever, since practitioners claim that it gradually increases their sense of pleasure and well-being. This is because meditating on the postures and the breath is a powerful form of mindfulness. All ages and fitness levels can benefit from yoga, which is non-competitive. A yoga instructor should carefully guide and observe the trainee while adjusting the posture as needed. Performing an asana should not lead to feeling any pain. Maintaining healthy body weight is essential. Pre-existing medical conditions and people over the age of 40 should always consult their doctor before beginning a regular exercise program.

Benefits of Yoga to Health

Yoga benefits can be divided into physical benefits and mental benefits. Yoga’s relaxation techniques can reduce chronic pain, including lower back pain, arthritis, headaches, and carpal tunnel syndrome (Nugent et al., 2018). When it comes to blood pressure and insomnia, yoga is an effective treatment. Aside from increased flexibility and muscle strength, other advantages of yoga practice include weight loss, improved metabolism, improved heart and circulation health, enhanced athletic performance, and injury prevention (Nugent et al., 2018). Strengthening muscles is one of the many benefits of yoga. This is to say that all yoga is the same.

However, no matter what style of yoga on practices, a difference in the core strength is noticed. Having this kind of functionality is helpful in day-to-day activities, and it only gets better with age. Moreover, yoga is beneficial for posture improvement. Improved posture may be facilitated by a more flexible and strong physique. It is easier to correct slouching or poor posture when your core strength is more substantial, and you have a better awareness of your body thanks to yoga (Nugent et al., 2018). Daily yoga practice may help strengthen the chest muscles, expand lung capacity, and enhance oxygen intake. Yoga may assist in maintaining healthy and robust lungs, hence enhancing your breathing and oxygen intake. There is a strong emphasis on long and deep breathing in most yoga forms. Expanding your lung capacity and enhancing your stamina can be achieved.

Mental Benefits of Yoga

Yoga’s capacity to assist individuals in coping with stress has been shown to have beneficial impacts on the body and mind. Positivity and better coping mechanisms have been linked to the practice of yoga. Meditation and breathing exercises can improve one’s mental health and are incorporated into one’s yoga practice. As a bonus, regular yoga practice reduces anxiety, promotes mental clarity and calmness, increases body awareness, and lowers stress and other stress-related factors. Body and self-awareness can help detect physical problems early and allow early preventative action (Nagaraja, 2018). Yoga is more than just learning how to perform yoga postures and gaining strength and flexibility. Spiritual healing and personal growth can be seen in this symbol.

When yoga was first practiced, it was believed to have been introduced to help heal the community and serve as a bridge between different religions. Yoga’s exact ancestry is a mystery, but a logical conclusion can be drawn from the scattered strands. According to popular myth written in the article of Shaw et al. (2021), yoga has its roots in 3000 B.C. Shamanism in the West. There is evidence of Yoga in the Rig Veda, which implies the sense of calm that comes from the word’s origins. In Sanskrit, the term “yuj” means “to join” (Shaw, et al, 2021). Cosmic consciousness can be described as being “united” in this context.

Asanas, mantras, observing breathing patterns, and controlling thoughts with meditation are all part of a typical yoga practice. It is presently utilized to develop strength and ability, mobility, and tolerance, as well as physical and emotional well-being. Yoga’s fundamental purpose is to gain control over one’s body, mind, and emotions (Nagaraja, 2018). Stopping negative thoughts improves a person’s health and well-being. A ten-week yoga course gave inmates better moods, less stress, and better control over their behavior than those who did not participate.

Benefits of Yoga in Aspects of my Life

In general, I learned from the above-mentioned topic, where I discussed Yoga, that Yoga is beneficial in almost every aspect of my life. Yoga is beneficial to me in a number of ways, one of which is that it will assist me in reducing stress and maintaining a healthy lifestyle. In my situation, I prefer pharmacological therapies because they make me feel sicker than I actually am. Yoga is something I would prefer to do on a daily basis because it is a safe and effective technique to improve one’s health, whether one is young or old, healthy or sick, or looking for a therapeutic alternative to assist them in managing a chronic disease, among other things. Yoga is also beneficial to me in terms of my spiritual well-being, which is another aspect of my life. It is critical in assisting me in my spiritual meditations and reflections. I am overjoyed that I have gained additional knowledge about yoga as a result of my research.

Conclusion

In conclusion, Yoga’s worldwide appeal stems from the fact that anybody may do it. It makes no difference how old or fit you are. Try a couple yoga classes for a more flexible body. Additionally, yoga promotes muscular coordination and proper posture, which are two additional advantages. It does this without the danger of injury associated with high-impact kinds of exercise. Yoga and breathing practices that are performed correctly may boost the circulatory, digestive, neurological, and endocrine systems. Prolonged life may be enhanced by the use of yogic health maintenance strategies. When people are shielded from exterior hazards, internal ailments, and degrading habits, they naturally live longer.

References

Kassymova, K., Kosherbayeva, N., Sangilbayev, S., & Schachl, H. (2018). Stress management techniques for students.International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018), 198, 47-56.

Nagaraja, Y. (2018). Discovering the benefits of yoga and improving quality of life. International Journal of Physiology, Nutrition and Physical Education, 3(2), 822-823.

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Shaw, A., & Kaytaz, E. S. (2021). Yoga bodies, yoga minds: Contextualising the health discourses and practices of modern postural yoga. Anthropology & Medicine, 28(3), 279-296.

Since music listening implies stress-reducing effects, the authors attempted to identify what consequences this behavior initiated in couples. In other words, Wuttke-Linnemann et al. (2019) wanted to determine whether music listening reduced stress in both partners and whether the couples’ music preferences could impact beneficial outcomes of music. To find this information, the researchers utilized a suitable methodology, and 40 heterosexual couples (80 persons) were recruited. During five consecutive days, the participants were measured using specific procedures, including questionnaires and the analyses of saliva samples for the amount of cortisol and alpha-amylase. The scientists relied on hierarchical linear modeling to analyze the collected data. Since Wuttke-Linnemann et al. (2019) identified that dyadic interdependence characterized this data, they relied on a multilevel model for analysis. This approach was selected because it was necessary to distinguish between-dyad and within-dyad variations. All these methodological procedures allowed the researchers to generate valuable results. Neither men nor women had any changes regarding their subjective feeling of stress based on whether they or their partners regularly listened to music. The analysis of saliva samples demonstrated some gender-specific differences caused by music listening. Among men, cortisol secretion was lower if women met men’s musical preferences. Simultaneously, if a partner listened to music that met their individual preferences, both women and men showed higher secretion of alpha-amylase. Among men, the presence of this hormone was also increased when they themselves listened to music. Consequently, these findings are exciting because they demonstrate that music listening affects psychobiological stress processes. Wuttke-Linnemann et al. (2019) also highlight the presence of gender-specific differences as to how specifically music listening can impact stress among men and women. Thus, the study is valuable since it can improve the effectiveness of music therapy in reducing stress.

Reference

Wuttke-Linnemann, A., Nater, U. M., Ehlert, U., & Ditzen, B. (2019). Sex-specific effects of music listening on couples’ stress in everyday life.Scientific Reports, 9(1), 1-10. Web.