A Prospective Study on the Assessment of Level of Depression, Anxiety and Stress Among Teaching Faculties of a Nursing College
American Journal of Nursing Science
Volume 3, Issue 4, August 2014, Pages: 43-47
Received: Jul. 4, 2014;
Accepted: Jul. 14, 2014;
Published: Jul. 20, 2014
Views 3575 Downloads 217
Morteza Alibakhshi Kenari, Martyr Beheshti University of Medical Sciences and Health Services, Tehran, Iran
Follow on us
Aim: Psychological stability is indeed an important predictor that could contribute to high academic achievement. Depression, stress, and anxiety are among the psychological problems that are common among teachers and students. The study was aimed to assess the level of depression, anxiety and stress among the teaching faculties. Study design: It is a questionnaire based prospective observational study. Place and Duration of the study: The study was carried out at a Nursing college for a period of 3 months. Methodology: Depression, Anxiety and Stress score scale (DASS-21) questionnaire was used in the study to assess the parameters. Conclusion: The combined assessment on level of depression, anxiety and stress revealed that 16 percent of the teaching faculties were observed with anxiety alone and 16 percent with Depression with Anxiety. Twelve percent of the faculties were found to have all the three conditions. It indicates that nearly 44 percent of the faculties were found to have some level of mind strife, so this should be annulled in all the aspects to give more academic output and sound health. Dealing with issues surrounding workload, student behaviour, and employment conditions, may help reduce stress, and thus reduce depression and anxiety among teachers.
Depression, Anxiety, Stress, Mood Changes, Behavior
To cite this article
Morteza Alibakhshi Kenari,
A Prospective Study on the Assessment of Level of Depression, Anxiety and Stress Among Teaching Faculties of a Nursing College, American Journal of Nursing Science.
Vol. 3, No. 4,
2014, pp. 43-47.
Aris S, Yasin and Mariam AD. Differences in depression, anxiety and stress between low-and high-achieving students. J. Sustain. Sci. Manage. 2011;6(1):169-178.
Thomas JH. Anxiety and anxiety disorders in children: information for Parents. S5-1-4. Available from: http://www.nasponline.org/resources/intonline/anxiety_huberty.pdf
Luke P, James H, David W, Leonardo OPC, Kathryn MR, Benedict MW, et al., Rasch analysis supports the use of the depression, anxiety, and stress scales to measure mood in groups but not in individuals with chronic low back pain. J. Clin. Epidem.2011;1-10.
Ricardo B, Amy K and Rohit L. Stress at Work-A report prepared for The Work Foundation’s Principal Partners. Available from: http://www.theworkfoundation.com/downloadpublication/report/69_69_stress_at_work.pdf.
Sanjiv KB, Rahul S and Saini NK. Depression, anxiety and stress among adolescent students belonging to affluent families: A School-based Study. Indian J. Pediatr.2010;77(2):161-165.
Ramesh N, Varsha C, Kusum N and Ram N. Depression, Anxiety and Stress Reduction in Medical Education: Humor as an Intervention. Online J. Health Allied Scs. 2011;10(1):7.
Zuckerman M and Gagne M. The COPE revised: Proposing a 5-factor model of coping strategies. J. Res. Personality. 2003;37:169-204.
Yi-Hsuan H, Chiao-Ying H, Chia-Yih L and Tsan-Lung H. The levels of stress and depression among interns and clerks in three medical centers in Taiwan: A cross315 sectional Study. Chang Gung Med. J. 2011;34(3):278-284.
Mark HR, Cathryn C, Rana F and Jean E. Quality of life impairment in depressive and anxiety disorders. Am. J. Psychiatry. 2005;162(6):1171-1178.
Oddgeir F, Monica M, Sabine K, Karl TO and Jan HR. Comorbidity of Personality Disorders in Anxiety Disorders: A Meta-Analysis of 30 Years of Research. Available from: http://munin.uit.no/bitstream/handle/10037/4559/article.pdf?sequence=3