Nursing Research Final

INTRODUCTION Emotions such as fear, anger, and depression can impede learning. A high level of anxiety resulting in agitation and the inability to focus or concentrate can also inhibit learning. Depression is common reaction to events that seem overwhelming or negative. It is an extreme feeling sadness, despair, dejection, lack of worth or emptiness. It is accompanied by physiologic change such as decreased functional activity. (Kozier, Barbara.etal. “Fundamentals of Nursing”. 7th Edition 2004. Pearson Education Inc., Upper Saddle River, New Jersey page 451,1017) Depression can interfere with academic functioning in a number of ways. As one of the main symptoms of depression is decreased ability to concentrate, a person who is depressed will often have difficulty focusing on class lectures or on reading a textbook. A student who was previously able to read a text chapter in an hour may now spend 20 minutes on one page and remember very little of what they read. Depression also interferes with the ability to make decisions. For example, it may become very difficult to decide on a topic for a writing assignment, or more difficult than usual to decide where to begin when there are several tasks to do. In short, depression can significantly interfere with academic functioning. Additionally, a depressed person tends to distort perceptions of self, the world, and the future in negative ways.

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Thus, a person is likely to feel hopeless about doing well in a class, is likely to see his or her skills as lower than they actually are, and is likely to judge his or her work as being worse than it actually is. This hopelessness and tendency to see skills and work as worthless decrease motivation and add to discouragement. (http://ccc.byu.edu/counseling/depression.php) Depression is a disturbance of mood characterized by varying degrees of sadness, disappointment, feelings of helplessness and an inability to experience pleasure. Depression can be quite pervasive; affecting many or all aspects of your life. In some cases, feelings can become so overwhelming that thoughts of hurting yourself or ending your life may appear to be the only option. The ability to recognize depressive symptoms and/or patterns may be helpful in warding off such severe depression and possibly keep negative events from occurring such as: loss of jobs, academic trouble, or, in more serious circumstances, attempts at hurting oneself. Depression can affect a person's mood, outlook on life, behavior, and bodily functions in a number of ways. The depressed person's mood is nearly always sad or worried, and irritability is common. Feelings of anxiety, or a sense of dread that something terrible is going to happen, frequently accompanies symptoms

of

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depression.

Depressed thinking is often associated with low self-esteem and may take the form of negative ideas about oneself and one's future. In severe depression, feelings of worthlessness and hopelessness can become disabling, and the depressed person may begin to feel that life is not worth living. In cases like this, suicide can be a real danger. (Always take talk of suicide seriously.) It also defined as a mood disturbance, a disorder of feelings and emotions that can range from mild to severe in intensity. Quite wide spread, it is often referred to as being the "common cold of mental disorders". Depression is believed to be a result of a chemical imbalance in the brain. Some scientists believe that an imbalance happens first, causing the depression. Some believe that emotional stress may bring on the chemical changes that result in the characteristics of depression.

Others see an

destructive interactive influence of brain chemistry and one's environmental experiences on each other.

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CHAPTER 1

THE PROBLEM AND ITS SETTING

1.1 BACKGROUND OF THE STUDY

There are many reasons why someone will become depressed. Common reasons (especially for college students) are: loss of a significant relationship, leaving home, academic difficulties, parental conflict, existential or future concerns ('what am I going to do when I graduate: What do I want from life? etc.), just to name a few. Other environmental and even possible chemical or biological factors may also play a role in the causation of depression. Regardless of the reason, feeling depressed is very difficult and many people who are depressed need some help in coping with their situation. The first thing to remember is that almost everyone feels depressed at one time or another. And, more often than not, most people return to their regular functioning at some point--you will not be depressed forever. Take time to assess why you are feeling the way you are feeling. Feeling sad or depressed in most cases is an expected and appropriate reaction to a stressor or situation. When you lose something important in your life, it is appropriate and expected that you will feel sad and even depressed. However, when these feelings become overwhelming, too intense, last for an extensive period of time, or significantly

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interfere with your ability to function, it might be wise to make efforts to change your situation. Some ideas may be to: •

give yourself a break from the stressful situation and/or event

•

seek out the support and validation of friends and/or family, or seek out the assistance of those who may be able to change your situation

•

attempt to do activities that were pleasurable to you, even if that means you have to take a break from the stressful event and/or feelings

•

avoid making long term commitments or decisions until you are feeling clearer and more level-headed

•

take things day by day--attempt to accomplish small goals as opposed to trying to solve everything at once

•

If feelings of depression persist or worsen, it may be advisable to seek help from a friend, family member or mental health professional. Depression is a common issue that many students face, and alleviation of your symptoms is definitely possible. Another alternative to consider is anti-depressant medication. Consulting

with a psychiatrist can be helpful in deciding if medication is an option that you should consider.(http://darkwing.uoregon.edu/~counsel/depression.htm)

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1.2 STATEMENT OF THE PROBLEM

This study seeks to determine the Academic depression of transferees towards their clinical performance as perceived by the selected 3rd year nursing students of John Paul II College of Davao. Moreover, this study seeks to answer the following questions:

1. What are the profiles of the 3rd year Nursing students of John Paul II College of Davao in terms of:

1.1 Age 1.2 Gender 1.3 Civil Status 1.4 Religious Affiliation

2. Mean response regarding:

2.1 School facilities 2.2 Teachings skills

3. Is there a significant relationship between the academic depression and achievement in clinical performance?

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4. Is there a significant effect between the academic depression and achievement in clinical performance?

5. Is there a significant factor that can eliminate the academic depression and achievement in clinical performance?

1.3 HYPOTHESIS

In order to treat the problems extensively and answer objectively, the researcher formulated the following hypothesis:

Ho1: There is a significant relationship between academic depression and achievement in clinical performance.

Ho2: There is no significant effect between the academic depression and achievement in clinical performance.

Ho3: There is a significant factor that can eliminate the academic depression and achievement in clinical performance.

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1.4 THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY

This study is based on the theory of Kagan (1994) which states that learning is a process that is dynamic and experimental and involving cooperative sharing of experiences through active interaction in a structured group setting. Man learns best when he actively participates in learning. This theory is supported by the following;

Moreover,

Johnson

(1989)

emphasized

that

cooperative

learning

enhances students ability to construct knowledge. Working in groups gives students time to think and talk about what they are learning: they can carefully construct their knowledge of the world around them. This approach is reported to develop improved cognitive strategy, to increase motivation and to encourage students to help each other. Conceptual Framework:

Independent Variable

Dependent Variable

Academic Performance

Academic Depression

NCM 101 Pathophysiology 8

1.5 REVIEW OF RELATED LITERATURE Besk’s main argument was depression instituted by one’s view of oneself, instead of one having a negative view of oneself due to depression. This has large social implication of how we as a group persived each other and relate our dissatisfactions with one another. Abela and D’Alessandro’s (2002) study on college admissions is a good example of this phenomenon. In their study they found that the student negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depress mood. The research clearly backed up beck’s claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the student’s self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. Other aspects of this study did not much up well with Beck. They elaborate: “ As for participants more enduring mode reaction, our finding are incongruent with Beck’s…Theory… Therefore, one possible explanation of discrepancies between these studies is that immediately following the occurrence of negative events, cognitively vulnerable individuals show marked increases depressed mood. At the same time do not yet exhibit increases in other symptoms of depressions… However, invulnerable individuals such depress mood maybe to be accompanied by a host of other depressive symptoms.

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Their level of depress mood, however was simply not more severe than individual who did not possess dysfunctional attitudes” (Abela D’Alessandro’s, 2002, p.122). What occurred is that the requirements according to Beck, for depressive symptoms were there but they did not occur regardless. Findings like this show that Beck’s theory may not as complete as we would like, and there is likely to be factors, which are accounted in playing situations like this.

Foreign Studies

Another way to look at these cognitive thoughts is through Beck’s Negative Cognitive Triad, Which explains that cognitive thoughts are about the self, the world, and the future. For example, in a study done by Brown et al (1995) they centered their focus on college students receiving poor exam scores. Brown reported, “ The results suggested that a specific construct measured by DAS… interacted with a congruent stressor (poorer than expected performance on a college exam) to predict increases in depressive symptoms. “( Brown et al., 1995, p.434) In this study we would say that the students are having negative thoughts about their future, because they may not pass the class. Negative thoughts about the world, meaning they come to believe they do not enjoy the class. And finally negative about themselves, as in they do not deserve to be in college.

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1.6 SIGNIFICANCE OF THE STUDY

It is important to first let the person know that you are concerned about her or him, want to help and are willing to be a resource. The way that you help may range from just listening to recommending that the person contact a mental health care provider for assistance.

This page is designed to provide an initial overview on the topic and offer some strategies for teachers to consider utilizing. You are encouraged to seek out more comprehensive and precise information on this topic. Resources are provided at the end of this page, and there are other excellent books, articles, and internet-based sources that will increase your knowledge and skill base.

1.7 SCOPE AND LIMITATION OF THE STUDY

This study was conducted to determine the effect of those academic subjects to the 3rd year transferees’ students of John Paul II College of Davao. With this, students profile and the said factors where carefully observed and studied, as well as the previous grades taken. Profile was conducted to determine their age, gender, and civil status.

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Factors on the other hand where included to know their effects to the said studies. While grades of the previous semester include NCM 100, NCM 101, Nutrition, CHD and SHE where the outcome of their previous academe. Results have shown that as evidence there were no definite aspects that defer from the said factors provided. Nevertheless, it is said to be that the outcome was not only totally defer since both of the respondents have a close gap to the outcome of the said survey.

1.8 DEFINITION OF TERMS

Academic performance -was determined by asking the students to provide their school grade point average (GPA). Strategy -is a long term plan of action designed to achieve a particular goal, as differentiated from tactics or immediate actions with resources at hand.

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Chapter 2 Methodology It is imperative for a study, such as this, to use methods and tools in gathering pertinent information that will substantiate the reliability and veracity of the study. It is of utmost importance that the methods and tools being used should answer the need of acquiring appropriate and valuable data for this study itself.

This section discusses the following 1.) research design; 2.) research respondents; 3.) research instruments; 4.) data gathering procedure; 5.) statistical treatment of the data.

The design specifies the approaches utilized to attain the objectives of the study. Respondents are the nursing students. Instrument such survey questionnaires and observation checklist served as tools in obtaining the desired information necessary for the study. Procedure refers to the different techniques or methods of arranging information. It is in textual, tabular and graphical forms.

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2.1 RESEARCH DESIGN The study employs the Comprehensive Student Nurse Diagnosis approach and processes. This includes the gathering two academic subjects relative to the academic performance of the nursing students of John Paul II College of Davao City, namely; NCM 101 and Pathophysiology.

2.2 RESEARCH RESPONDENT This study conducted in John Paul II College of Davao City, which the respondents are the nursing students.

2.3 METHODS/ TOOLS USED Enumerated below are the methods and tools used in the actual data gathering; 1. Review of related available documents/ records – This pertains to available records from John Paul II College of Davao. 2. Survey Questionnaire – this is a 2 – page form written in English dialect that contained questions and to-be-filled-up. Most questionnaires can be answered by selecting a number of choices in the checklist. This is for easy fill-up of the respondents. 3. Survey guide- this is a guide used by the data collectors to facilitate proper and uniform filling up of the questionnaire.

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4. Interviews- to add more to the first hand information gathered, interview was also conducted. Almost all of the questions on the interview came from the survey questionnaire itself. This was intended to verify or doublecheck the answers of the respondents in the questionnaire.

STATISTICAL TREATMENT OF DATA The data obtained, after they have been collated, synthesized, summarized in tables and graphs, is centered on comparative- statistical analysis. Certain standard values are compared to the arrived values on the final summary of gathered data. Deviations from the standards could mean a problem to the nursing student.

Other data were analyzed using descriptive statistics to identify trends and patterns of academic performances and problem and such have been presented narrative reports.

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