Effect of EMG, RESP, and TEMP Biofeedback Training to reduce Anxiety among Undergraduate Students

  • Ujala Sajid 1. Department of Physiology, University of Karachi, Karachi-Pakistan. 2. Psychophysiology Research Lab, M.A.H.Q. Biological research center, University of Karachi, Karachi-Pakistan.
  • Shamoon Noushad 1. Department of Psychology, Malir University of Science & Technology, Karachi-Pakistan. 2. Psychophysiology Research Lab, M.A.H.Q. Biological research center, University of Karachi, Karachi-Pakistan.
  • Sadaf Ahmed 1. Department of Physiology, University of Karachi, Karachi-Pakistan. 2. Psychophysiology Research Lab, M.A.H.Q. Biological research center, University of Karachi, Karachi-Pakistan.
Keywords: Biofeedback Training, Anxiety, Nursing Students, EMG, Respiration, Temperature.

Abstract

Background: It is evident that anxiety and stress are two of the main predominant issues that cause several mental health problems and disorders in university students, causing a negative impact on this population. Higher educational institutes in Pakistan have limited access and resources to face these issues. It is suggested that biofeedback-aided relaxation training has been effective in alleviating anxiety and stress symptoms among undergraduate students, especially during their examination season. Recent research has proven biofeedback to be effective training for anxious students. The current randomized control trial is planned to investigate the effectiveness of Electromyography-EMG, Respiration Rate-RESP, and Skin Temperature-TEMP biofeedback training for reducing anxiety symptoms among nursing students be receiving 8 sessions for 4 weeks.

Methodology: This study is planned to investigate the effectiveness of EMG, RESP, and TEMP Biofeedback Training in reducing symptoms of anxiety among the nursing students from one school, and to determine whether biofeedback training is associated with relaxing the minds and bodies of the anxious nursing students to cope with the distressing situation. Study subjects meeting the eligibility criteria will be randomized into two groups using randomly generated numbers: the Biofeedback training group and the Control group. Biofeedback training will be used as an intervention vs. the control. All the study subjects who give consent to participate will be made to complete the study questionnaires (Demographic, Screening for Anxiety using the State-Trait Anxiety Inventory –STAI) at baseline and post-intervention (after 4 weeks).

Discussion: This study might help us determine biofeedback as a possible effective and useful technique in helping nursing students manage their anxiety. Moreover, it is suggested that Individuals receiving biofeedback training tend to show significant changes for the three psychophysiological modalities, i.e., EMG, RESP, and TEMP. This study might also give us insight into the efficacy of biofeedback in the Pakistani population seeking help for stress and anxiety.

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References

1. Sherman RA. Applied Psychophysiological Research 5th Edition. 2021.
2. Chaló P, Pereira A, Batista P, Sancho L. Brief biofeedback intervention on anxious freshman university students. Applied Psychophysiology and Biofeedback. 2017 Sep;42(3):163-8.
3. Ratanasiripong P, Ratanasiripong N, Kathalae D. Biofeedback intervention for stress and anxiety among nursing students: a randomized controlled trial. International Scholarly Research Notices. 2012;2012.
Published
2022-06-01
How to Cite
Sajid, U., Noushad, S., & Ahmed, S. (2022). Effect of EMG, RESP, and TEMP Biofeedback Training to reduce Anxiety among Undergraduate Students. Annals of Psychophysiology, 9(1), 56-63. https://doi.org/10.29052/2412-3188.v9.i1.2022.56-63