Appeddu, Lisa

Burgess, Gwen

Burgess, Melinda

Lajaunie, Angelica

Leffler,, Emma

Lockyear, Nicholas

English

SWOSU Digital Commons (Southwestern Oklahoma State University)

Southwestern Oklahoma State UniversitySWOSU Digital CommonsStudent Research Pharmaceutical Science3-5-2016The Acute Impact of Relaxation Techniques onStudent Psychological and Physiological HealthEmma Leffler,Southwestern Oklahoma State UniversityAngelica LajaunieSouthwestern Oklahoma State UniversityNicholas LockyearSouthwestern Oklahoma State UniversityGwen BurgessSouthwestern Oklahoma State UniversityMelinda BurgessSouthwestern Oklahoma State University, melinda.burgess@swosu.eduSee next page for additional authorsFollow this and additional works at: https://dc.swosu.edu/cop_ps_studentThis 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 CitationLeffler,, Emma; Lajaunie, Angelica; Lockyear, Nicholas; Burgess, Gwen; Burgess, Melinda; and Appeddu, Lisa, "The Acute Impact ofRelaxation Techniques on Student Psychological and Physiological Health" (2016). Student Research. 3.https://dc.swosu.edu/cop_ps_student/3AuthorsEmma Leffler,; Angelica Lajaunie; Nicholas Lockyear; Gwen Burgess; Melinda Burgess; and Lisa AppedduThis poster is available at SWOSU Digital Commons: https://dc.swosu.edu/cop_ps_student/3The Acute Impact of Relaxation Techniques on Student Psychological and Physiological HealthEmma Leffler, Pharm.D. Candidate 2018, Southwestern Oklahoma State University, Weatherford, OKAngelica Lajaunie, Nicholas Lockyear, and Gwen Burgess-SWOSU Undergraduate Students 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, specifically potential negative impacts on learning experiences and morale.Relaxation techniques have been shown to increase:■ Stress relief and relaxation2■ Emotional regulation and attention2■ Self esteem and optimism3'4This study investigates the acute impact of relaxation techniques on student psychological and physiological well-being.ObjectivesPrimary outcomes: To compare changes from pre- to post-treatment measures (perceived stress, anxiety, and evaluation of techniques) between intervention (relaxation) and control (non-relaxation) techniques.Secondary outcomes: To compare the effect of each treatment on these measures.MethodsPopulation:■ 86 Student Pharmacists (51 females and 35 males) were recruited from PI, P2, and P3 years from the SWOSU College of Pharmacy. Demographic analysis revealed gender was not a significant factor (P > 0.05) in research outcomes.Treatments used to measure primary and secondary outcomes:■ Three relaxation interventions (n = 48)• Body Scan Meditation(n = 16) -  Systematically relaxing muscles• Mindfulness Meditation (n = 16) -  Focusing on the sound of a bell• 4 x 4  Meditation (n = 16) -  Counting breaths■ Two non-relaxation controls (n = 38):• Power Posing (n = 19) -  Holding an open pose• Mental Stimulation (n = 19) -  Playing Word Streak AppBody Scan Meditationhtps:/w.youbecma?v=PYRNZfxE 4x4 Meditationhtps:/w.youbecma?v=VgISWY5 Mindfulness Meditationhttps://www.youtube.com/watch?v=kQrDC41LpkUPower Posing5 Mental Stimulationwww.wordstreakwithfriend.comResearch funded by SWOSU Organized Research Funds, SWOSU College of Pharmacy, H.F. Timm ons E ndow m ent, and SWOSU College of Professional and  G raduate Studies.MethodsProtocol:Pre• Survey perceived stress, anxiety, & technique opinions• Collect saliva sampleTreat• Conduct Relaxation or Non-Relaxation Technique (8 to 10 min)• Record physiological measures (HR, RR, tension, temperature)P o st• Survey perceived stress, anxiety, & technique opinions• Collect saliva sampleAnalysis:Survey data were analyzed utilizing descriptive statistics, dependent t-tests for overall pre- to post-treatment comparisons, and MANOVA for primary and secondary outcome analysis using pre-treatment responses as covariates (IBM SPSS Advanced Statistics, version 21).Time did not permit analysis of salivary samples for cortisol and alpha-amylase or changes in physiological measures.We expect relaxation techniques to lower post-treatment stress and anxiety levels more than controls. Accordingly, we expect subjects will have improved perceptions toward conducting relaxation techniques.ResultsDescriptive Statistics:Figure 1. Sources of stress as self-reported by Student Pharmacists.Meditate, 4Figure 2. Current methods to reduce stress as self-reported by Student Pharmacists.ResultsDependent t-tests:(a) (b)Figure 3. Changes across treatments in Student Pharmacist (a) Perceived stress and anxiety levels, with 1 = No Stress or Anxiety and 5 = Severe Stress or Anxiety, and (b) Overall opinions about techniques, with 1 = Strongly Disagree to 5 = Strongly Agree (abP < 0.05)Primary outcomes: No post-treatment measures were found to be significant (P > 0.05) between the relaxation and non-relaxation treatments.Secondary outcomes:Table 1. Comparison of Post-Treatment Mean Ratings for Survey Responses.3Survey Variable Body Scan Mindfulness Power Posing Mental Stim.Perceived Stress15 2.1 + 0.62 1.8 + 0.66 2.3 + 0.45 1.9 + 0.71 2.3 + 0.82Perceived Anxiety15 1.6 + 0.63w 1.5 ±0.73 1.8 ± 0.68w 1.5 ± 0.61w 2.0 + 0.88xFeel More Relaxed0 4.1 + 0.93w 4.4 + 0.81wy 3.9 + 1.34z 4.1 + 1.08w 3.4+ 1.04*Easy to Conduct0 4.7 + 1.01w 4.9 + 0.25wy 4.3 + 1.18x 4.6 ± 1.02w 4.7 + 0.59zUsefulness0 3.9 + 1.00 4.1 + 0.68y 3.8 + 1.132 3.9 + 1.08 3.8 + 1.00Likeability0 4.3 ± 1.00w 4.1 + 1.00w 3.9 + 1.20x 4.2 + 1.03w 4.2 + 1.11Use it in the Future0 3.3 + 1.13 3.2 + 1.22 3.6 + 1.09 3.5 + 0.77 3.8 + 1.34Recommend Treatment0 3.6 + 0.72 3.6 + 1.09 4.2 + 0.75 3.5 + 0.84 3.8 + 0.92Recommend Relaxation0 4.1 + 1.02 4.4 + 0.81 4.1 + 0.85 3.7 + 1.20 4.4 + 0.78a Subjects scored responses from 1 - 5 ,  with 1 = Strongly Disagree and 5 = Strongly Agree to the survey statement regarding their treatment. b n = 16,16,16,19, and 19, for treatments, respectively. c n = 16,16,16,19, and 18, for treatments, respectively. wxyz P < 0.05ConclusionsStudent Pharmacists reported academics as the primary cause of stress, and very few reported using meditation to reduce stress prior to this study.When comparing individual treatments, two relaxation techniques (Mindfulness and Body Scan Meditation) and one control (Power Posing) were rated by Student Pharmacists as easiest to conduct, most liked, and most likely to cause relaxation.Although we found no significant differences when comparing individual treatments for future use or recommendation of these techniques, statistical evidence suggests Student Pharmacists had beneficial changes overall in stress, anxiety, and opinions regarding relaxation techniques.Future research will evaluate how relaxation impacts physiological measures.ReferencesA ccreditation 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).2Rubia, K. 2009. The neurobiology of meditation and its clinical effectiveness in psychiatric disorders. Biological Psychology. 82(1): 1-11 3Brown, K. W., and R.M. Ryan. 2003. The benefits of being present: The role of mindfulness in psychological well-being. Journal of Personality and Social Psychology. 84: 822-848. 4Rasmussen, M.K., and A. M. Pidgeon. 2011. The direct and indirect benefits of dispositional mindfulness on self-esteem and  social anxiety. Anxiety, Stress and Coping. 24(2): 227-233.  5Carney, 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.

The Acute Impact of Relaxation Techniques on Student Psychological and Physiological Health

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The Acute Impact of Relaxation Techniques on Student Psychological and Physiological Health

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