The Accreditation Council for Pharmacy Education mandated measurement of perceived stress in Student Pharmacists as related to its impact on professional and academic performance. In 2015, Burgess et al. found a significant effect of power posing (P \u3c 0.01) as a physiological indicator of mental empowerment; testosterone decreased after female students conducted low power poses and increased following the high power poses. This study expanded upon the potential of using physical poses to impact mental status, by introducing Student Pharmacists to power posing and relaxation techniques to reduce levels of stress and anxiety over the course of a semester

Appeddu, Lisa

Burgess, Gwen

Burgess, Melinda

Lajunie, Angelica

Leffler, Emma

Lockyear, Nicholas

English

SWOSU Digital Commons (Southwestern Oklahoma State University)

Southwestern Oklahoma State UniversitySWOSU Digital CommonsStudent Research Pharmaceutical Science3-11-2016Evaluation of Stress, Anxiety, and RelaxationTechniques in First Semester Pharmacy StudentsAngelica LajunieSouthwestern Oklahoma State UniversityNicholas LockyearSouthwestern Oklahoma State UniversityEmma LefflerSouthwestern Oklahoma State UniversityGwen BurgessSouthwestern Oklahoma State UniversityMelinda BurgessSouthwestern Oklahoma State UniversitySee next page for additional authorsAbstract• The Accreditation Council for Pharmacy Education mandated measurement of perceived stress inStudent Pharmacists as related to its impact on professional and academic performance.This Poster is brought to you for free and open access by the Pharmaceutical Science at SWOSU Digital Commons. It has been accepted for inclusion inStudent Research by an authorized administrator of SWOSU Digital Commons. An ADA compliant document is available upon request. For moreinformation, please contact phillip.fitzsimmons@swosu.edu.Recommended CitationLajunie, Angelica; Lockyear, Nicholas; Leffler, Emma; Burgess, Gwen; Burgess, Melinda; and Appeddu, Lisa, "Evaluation of Stress,Anxiety, and Relaxation Techniques in First Semester Pharmacy Students" (2016). Student Research. 2.https://dc.swosu.edu/cop_ps_student/2• In 2015, Burgess et al. found a significant effect of power posing (P < 0.01) as a physiological indicator ofmental empowerment; testosterone decreased after female students conducted low power poses andincreased following the high power poses.• This study expanded upon the potential... Read MoreFollow this and additional works at: https://dc.swosu.edu/cop_ps_studentAuthorsAngelica Lajunie, Nicholas Lockyear, Emma Leffler, Gwen Burgess, Melinda Burgess, and Lisa AppedduThis poster is available at SWOSU Digital Commons: https://dc.swosu.edu/cop_ps_student/2Evaluation of Stress, Anxiety, and Relaxation Techniques in First Semester Pharmacy StudentsAngelica Lajunie & Nicholas Lockyear, Southwestern Oklahoma State University, Weatherford, OKEmma Leffler -  SWOSU Pharm.D. Candidate and Gwen Burgess-SWOSU Undergraduate Student Melinda Burgess, Ph.D., Professor of Psychology-SWOSU College of Professional & Graduate Studies Lisa Appeddu, Ph.D., Associate Professor of Physiology -  SWOSU College of PharmacyBackgroundThe Accreditation Council for Pharmacy Education1 mandated measurement of perceived stress in Student Pharmacists as related to its impact on professional and academic performance.In 2015, Burgess et al.2 found a significant effect of power posing (P < 0.01) as a physiological indicator of mental empowerment; testosterone decreased after female students conducted low power poses and increased following the high power poses. This study expanded upon the potential of using physical poses to impact mental status, by introducing Student Pharmacists to power posing and relaxation techniques to reduce levels of stress and anxiety over the course of a semester.ObjectivesPrimary outcomes: To compare the effects of power posing and relaxation techniques over the course of a semester on perceived stress and anxiety. Secondary outcomes: To evaluate Student Pharmacist opinions of the usefulness, ease, likeability, and longevity of conducting power posing and relaxation techniques.MethodsPopulation:■ 41 Student Pharmacists (22 females and 19 males) were recruited from students entering into the first year/first semester of pharmacy school.Treatments used to measure primary and secondary outcomes:■ Power Posing3 (initial n = 10) -  Holding an open pose■ Three relaxation techniques:• Body Scan Meditation(n = 10) -  Systematically relaxing muscles• Mindfulness Meditation (n = 11) -  Focusing on the sound of a bell• 4 x 4  Meditation (n = 10) -  Counting breathsProtocol:Pre-Treatment• Day -5 (September 11, 2015)• Survey perceived and stress anxiety, plus sources of stress• Collect saliva sample• Day 0 (September 16, 2015)• Assign to one of four treatments• Survey initial impressions of treatment• Suggested to conduct techniques twice per week.Phase I(Assigned One Treatment)• Days 0 to 23 (September 16 to October 9, 2015)• Survey perceived stress and anxiety• Survey the usefulness, ease, likeability, and use of assigned treatments• Collect saliva samplePhase II (Try Other Treatments)• Days 24 to 58 (October 10 to November 13, 2015)• Subjects taught about the other treatments• Survey perceived stress and anxiety• Survey the usefulness, ease, likeability, change in, and use of treatments• Collect saliva samplePhase III (Choose One Treatment)• Days 59 -  79 (November 14 to December 4, 2015)• Subjects asked to choose their favorite treatment• Survey perceived stress and anxiety, plus sources of stress• Survey the usefulness, ease, likeability, change in, and use of treatments• Survey final impressions of treatment• Collect saliva sampleAnalysis:■ Preliminary data analysis were conducted utilizing descriptive statistics, dependent t tests, and ANOVA of treatment means at each date utilizing Microsoft Excel®.■ We expect relaxation techniques to lower stress and anxiety levels in Student Pharmacists more than the power pose. Accordingly, we expect them to like and use the power pose less than the other relaxation techniques.ReferencesAccreditation Council for Pharmacy Education. (2011). Accreditation Standards and Guidelines for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree 2.0. Chicago, IL: ACPE (Guideline 15.5; page 30).2Burgess, M.C.R., Murray, A.B., Appeddu, L.A., Burgess, G., Glasscock, M., Kositchaiwat, P., & Gothard, C. 2015. If you're sexy and you know it, are youpowerful? Physiological and psychological effects of power posing and sexualization. Poster Presentation; Association of Psychological Science, New York.  3Carney, D.R., A. J. C. Cuddy, and A. J. Yap. 2010. Power posing: Brief nonverbal displays affect neuroendocrine levels and risk tolerance. Psychological Science.    21 (10): 1363-1368. doi: 10.1177/0956797610383437.ResultsStress and anxiety in Student Pharmacists since starting pharmacy school:(A) (B)Figure 1. Self-reported (A) stress and (B) anxiety levels in first year/first semester Student Pharmacists since starting pharmacy school, with 1= No Stress or Anxiety and 5 = Severe Stress or Anxiety. [abOverall increase (dependent t tests; P < 0.05) in stress and anxiety since starting pharmacy school].Survey results at the end of Phase I:Table 1. Comparison of Mean Ratings for Survey Responses by Student Pharmacists.3Survey Variable Body Scan Power Posing Mindfulness 4 x 4Perceived Stress 3.2 + 1.03 2.6 + 0.8 3.0+ 0.8 3.0+ 0.8Perceived Anxiety 2.8 +1.2 2.4 +1.0 2.6 +1.0 2.7+ 0.8Easy to Conduct13 3.4 + 0.73 4 .4 +  0.7 3.7 +1.1 3 .7+  1.2Usefulness 3.5 + 1.2 3.4 + 0.5 3.5 + 1.1 3.6 + 0.5Likeability 3.3 + 0.8 3.6+ 0.8 3.6 + 1.4 3.8+ 0.9Use (# days in Phase) 6.5 + 3.7 7.0 + 1.9 9.7 + 8.3 9.2 ±3.6a Subjects scored responses from 1 - 5  with 1= No Stress or Anxiety and 5 = Severe Stress or Anxiety, or with 1 = Strongly Disagree and 5 = Strongly Agree to the survey statement regarding their treatment. b Numerical trend (ANOVA; P=0.17) for power posing to  be easier to conduct than meditation techniques.18 Student Pharmacists (43.90%) tried other techniques during Phase II, and 19 went on to (46.34%) change or modify their technique by the end of Phase III. Nine of those subjects (47.37%) were in the Mindfulness Meditation group.Overall, stress motivated 39 Student Pharmacists (95.12%) to conduct their treatments, but lack of time (24; 58.54%) and remembering to do it (12; 29.27%) most prevented them from doing so.Future outlook:Figure 2. Overall Student Pharmacist responses at the end of Phase III (A) to use their technique in the future and (B) to recommend relaxation techniques to others.(A) (B)Conclusions & Future DirectionsAlthough Student Pharmacists did not rate effectiveness and likability of the three relaxation techniques to be better than Power Posing, their involvement in this study introduced them to alternative means of stress reduction and seemed to result in a favorable perception of relaxation techniques.Saliva samples will be analyzed for levels of cortisol and alpha-amylase (indicators of stress), and testosterone (indicator of empowerment).This research will be repeated in Fall 2016, with protocol changes to promote Student Pharmacists to try the other techniques and to improve compliance.Research funded by SWOSU Organized Research Funds, SWOSU College of Pharmacy, H.F. Timmons Endowment, and SWOSU College of Professional and Graduate Studies.

Evaluation of Stress, Anxiety, and Relaxation Techniques in First Semester Pharmacy Students

The objective was to introduce Pharmacy students to relaxation techniques which could potentially reduce levels of stress and anxiety over the course of Fall 2015. Subjects were recruited from students entering into the first semester of Pharmacy school (N = 41). Baseline stress and anxiety levels were taken prior to the start of exams. Next, subjects were randomly assigned to one of four treatments - a meditation technique (body scan, n= 10; mindfulness, n= 11; or 4 x 4, n= 10) or comparator (power posing, n= 10). For three and a half weeks, subjects were encouraged to conduct their treatments at least twice per week. For the following 8 weeks until the week before finals, subjects had the choice to keep or modify their assigned technique, or to change to another means of relaxation. As hypothesized, subjects perceived they endured a greater amount of stress (P\u3c 0.05) and anxiety (P\u3c 0.05) since starting Pharmacy school later in the semester as compared to beginning. However, there was no significant differences (P\u3e0.05) in levels of stress or anxiety levels across the four treatments. There was a trend for subjects to rate power posing to be easier to conduct than the meditation techniques during the initial study phase. We will further investigate and present changes made to the assigned treatments, as well as subsequent student perceptions regarding the usefulness, ease, and likeability of performing relaxation techniques.https://dc.swosu.edu/rf_2016/1103/thumbnail.jp

Lajaunie, Angelica

https://dc.swosu.edu/cgi/viewcontent.cgi?article=1001&amp;context=cop_ps_student

Evaluation of Stress, Anxiety, and Relaxation Techniques in First Semester Pharmacy Students

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