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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


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.

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 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.




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

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)


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?

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?


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.


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
NCM 101


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.

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



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.


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.

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.


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.

Chapter 2


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


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.


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.


This study conducted in John Paul II College of Davao City, which the

respondents are the nursing students.


Enumerated below are the methods and tools used in the actual data


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.

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 double-

check the answers of the respondents in the questionnaire.


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.