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Relationship of Lifestyle with Academic Achievement in Nursing Students

Article  in  Journal of Clinical and Diagnostic Research · March 2017

DOI: 10.7860/JCDR/2017/24536.9501

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DOI: 10.7860/JCDR/2017/24536.9501
Original Article

Relationship of Lifestyle with

Education Section

Academic Achievement in Nursing

Students

Mohammad Heidari1, Marzieh Borjian Borujeni2, Mansureh Ghodusi Borujeni3, Mina Shirvani4

ABSTRACT the study. To evaluate the educational status of students, final

Introduction: A healthy lifestyle is one of the main factor in grade point average was considered as an indicator of academic
maintaining the health of people in society. With regard to the achievement. To analyze the data, SPSS version 16.0, and
role of youth and students in public health, they must complete descriptive and analytical tests were used.
and follow a training program on lifestyle related factors. One of Results: The results indicated that most subjects (61.01%)
the main aim of the training centres is to improve the academic displayed moderate levels of lifestyle. Pearson's correlation
achievement of students. coefficient showed the significant positive relationship between
Aim: This study was designed to determine the correlation of lifestyle and academic achievement (p=0.03 and r=0.628).
lifestyle with academic achievement in nursing students. Conclusion: To improve the academic achievement of
Materials and Methods: This was a cross-sectional study, students, in addition to the cognitive abilities-perception, their
wherein all nursing students of School of Borujen Nursing were lifestyle should also be considered. Therefore, it is suggested
selected by census sampling. Data gathering tool was Walker’s to incorporate lifestyle education in the curriculum of nursing
lifestyle questionnaire which was modified for the purpose of students so as to improve their lifestyle.

Keywords: Life style behaviours, Health related behaviour, Grade point average-Educational status, Walker’s lifestyle questionnaire

Introduction MATERIALS AND METHODS

People’s behaviour in the society especially their health related and This cross-sectional study was conducted on students at School of
lifestyle behaviour have been neglected to some extent in Iranian Borujen Nursing, Shahrekord University of Medical Sciences. The
society [1]. Many research works show that people choosing healthy participants in this study were all nursing students (118 students)
lifestyle exhibit less risky behaviours. Healthy lifestyle consists of a of Borujen Nursing and Midwifery in February 2015 to July 2015,
set of individual’s choices in life situations and these choices affect except for new students of semester one. The inclusion criteria of
the person’s health [2,3]. Lifestyle is influenced by culture, religion, the research examinees were: at least one semester of education in
economic and social status, beliefs and notions [4]. Childhood the university; and lack of diagnosed physical mental disease. The
and family education also have an important impact in shaping exclusion criteria were: Guest students or students who had below-
the lifestyle of people [5]. Lifestyle remains unchanged during the 12 GPA for some specific reasons (such as the death of a family
lifetime unless deep rooted beliefs are changed by moderation or member or illness); and, students who had taken educational leave.
psychiatry [6,7]. After selection of qualified research examinees and acquisition of
Although belief in lifestyle and health is found in the initial years of life, their written consent forms, the researcher read out the questions
certain behaviours of lifestyle are experienced during the university and recorded their responses in the questionnaire without any
years [8]. Students represent a homogenous and accessible modification.
population of the society who live under relatively healthy conditions. This study was approved by the Ethics Committee (ethical code:
Studies show low mobility of students, especially students living in 93-9-20) of the Shahrekord University of Medical Sciences.
dormitories is on the rise. This reduces the bias resulting from the Information of the present research was gathered using Susan
impact of disease on health behaviours [9]. In this period, changes in Walker’s health promoting lifestyle profile [16] which was modified
dietary habits and behaviours of students takes place [10]. Hence, by adding demographic questions and few health related behaviour
taking into account the fact that the lifestyle is among the most questions. Also, in order to assess the academic status of students,
determining factors of health, the students must follow a codified Grade Point Average (GPA) of the last semester was evaluated after
academic program with respect to lifestyle related issues [11]. acquiring it from the educational department of the nursing school.
Implementation of academic program for students, requires actual Walker’s health promoting lifestyle profile questionnaire consists of
knowledge of the variables affecting the terms and conditions 52 questions for evaluation of physical activities, dietary habits, and
of their lives [12]. In every educational system, the educational safety habits. In the study by Mohammadi Zeidi I et al., the internal
performance level is one of the success indexes in scientific reliability of the questionnaire was obtained as 82% and its content
activities [13,14]. The results of research work demonstrated that validity was also approved by the specialists [17]. In the tool, eight
in addition to educational structure and content of courses, various questions were about amount of physical activity, nine questions
factors including lifestyle, cognitive abilities, emotions, and personal belonged to dietary habits and three questions were associated with
and familial traits play major role in educational performance level the status of students’ health-related behaviours such as smoking,
[15]. The present study was aimed to assess the relationship use of a seatbelt and tooth brushing. All questions were designed
between lifestyle and academic achievement of students, with the with responses in four choice Likert scale (Never, Sometimes, Often,
hypothesis that quality of life is directly proportional to the academic and Always). Additionally, two questions were included concerning
achievement of nursing students. height and weight of students to measure their Body Mass Index

Journal of Clinical and Diagnostic Research. 2017 Mar, Vol-11(3): JC01-JC03 1

 Mohammad Heidari et al., Lifestyle with Academic Achievement in Nursing Students www.jcdr.net

(BMI). For classification of mass body attribute, the standard BMI DISCUSSION
classification proposed by World Health Organization (WHO) was Research results manifested that a remarkable percentage of
used, in which BMI<18.5 is regarded as “thinness”, 18.5<BMI<24.9 students’ lifestyle (61.01%) can be classified in the moderate level.
as “normal range”, and 30<BMI<34.9 as “obese class I” [18]. Pecker K and Bermek G had also reached the conclusion in their
Questionnaire scoring pattern were as follows: all questions related research on freshman dental students (111 students). The overall
to physical activity and dietary habits and two out of three questions health promoting lifestyle behaviours among these students were
of health related behaviours would obtain scores 1 to 4 according to at a moderate level, indicating that they often engaged in health-
the above mentioned Likert scale (Never=1, Sometimes=2, Often=3, promoting behaviours which confirm the findings of the present
and Always=4). For the question concerning smoking, the scoring study [20].
was vice versa (Never=4, Sometimes=3, Often=2, and Always=1). Educational experience influences certain aspects of personality
Finally, the scores of the three sections of the questionnaire were and lifestyle of students such that the students not only gain more
added to determine the total lifestyle score for each examinee. knowledge and information following graduation from university
Total scores of lifestyle and three sections of the questionnaire but also get more socially transformed, experienced and efficient.
were categorized in three groups of poor, moderate, and good. The lifestyle of 22.88% of students was evaluated as poor, which
The lifestyle scores between 33 and 43 were regarded as “poor”, is in alignment with the results of the study carried out by Mazurek
between 44 and 54 as “moderate” and those in the range 55-65 as Melnyk B et al., in their study with 93 health sciences students.
“good”. The scores in three sections i.e., physical activity, dietary They concluded that students with unhealthy lifestyle are at high
habits and health-related behaviours were categorized as follows: risk for depression, anxiety and unhealthy behaviours, which
for the variable of physical activity; scores between 8 and 15 were could be averted through screening and early evidence based
regarded as “poor”, between 16 and 22 as “moderate”, and between interventions [21].
23 and 29 as “good”. Regarding the dietary habits, the scores in Based on the results of the present research, majority of students
the range 14-20 represented “poor”, scores in the range 21-26 as exhibited a poor level of physical activity, which matches with the
“moderate”, and 27-33 as “good”. For health related behaviours findings of the study by Nola IA et al., Eating and lifestyle habits of
variable, the score ranging from 4 to 6 represented “poor”, from 7 first (n=169) and sixth (n=272) year students, aged 18 to 26 years,
to 9 “moderate”, and 10 to 12 “good” [19]. attending a Medical School in Zagreb, were compared related to the
years of their study. The two studies showed non healthy eating and
Statistical Analysis lifestyle behaviour among medical school students [22]. In another
In the present study, the validity of the above mentioned questionnaire study on 470 university students, by Garrusi B et al., the level of
was verified using Cronbach’s Alpha coefficient. For this purpose, physical activity of students was reported as poor [23]. The condition
a pilot study was conducted on 30 students. Cronbach’s alpha of physical activity is not appropriate in the study conducted on US
coefficient for Walker’s lifestyle profile was reported equal to 0.90 students either [24].
using SPSS software version 16.0. Descriptive statistical methods
In the present study, 31 students did not have proper dietary
were used for adjustment of tables. The sampling of the present
habits, which is in accordance with the study by Dute DJ et al., in
study lasted for about four months. their literature review; they found that most students do not have
satisfactory nutritional status [25]. More than half of students (52.54%)
RESULTS were in good condition in terms of safety habits in alignment with the
The results of data analysis showed that most students (59.3%) were findings of the research by Mishra A et al., [26]. Nowadays, academic
in the 21-24 age group. A total of 56.8% of research examinees were achievement greatly matters in higher education system and
females and the rest 43.2% were males. Most of the participants recognition of the factors associated with educational performance
(90.7%) were single. Other demographic information regarding the serves as a robust instructional means [27].
participants is shown in [Table/Fig-1]. In addition, based on the
The results of the present study indicated that most students with
acquired results, most students with GPA below 14 (55.55%) and also
GPAs below 14 (55.55%) and in the range of 14-16 (47.16%) had
in the range of 14 to 16 (47.16%) had poor lifestyles whereas 40.81%
poor lifestyles whereas 40.81% of those with GPAs between 16
of them with GPAs in the range of 16-18 had moderate lifestyle and
and 18 had moderate lifestyle and 71.42% of the students with
most of them with GPA equal and greater than 18 had good lifestyles
GPAs equal or greater than 18 had good lifestyles. Eide R et al.,
[Table/Fig-2]. According to results of Pearson’s correlation coefficient,
also states that the lifestyle chosen by the person depends on
a positive and significant relationship was observed between lifestyle
the accessible life opportunities such as academic achievement.
and academic achievement (r=0.628 and p=0.03).
Students who undergo academic decline are more likely to tend to
negative behaviours and would inflict damages to themselves and
Level Poor Moderate Good
Variable N (%) N (%) N (%) the society [28]. The results of the study by Lopes E et al., were in
Lifestyle 27 (22.88%) 72 (61.01%) 19 (16.10%)
line with present research findings [29].
Physical activity 55 (46.61%) 51 (43.22%) 12 (10.16%) Based on Pearson’s correlation coefficient, a positive and significant
relationship was observed between lifestyle and academic achie­
Diet 31 (26.27%) 64 (54.23%) 23(19.49%)
vement (p=0.03, r=0.628). Results of the study by Francois T and
Safety habits 8 (6.77%) 48 (40.67%) 62 (52.54%)
Shephard R are also consistent with our results [30]. Luftenegger
[Table/Fig-1]: Frequency distribution and lifestyle, physical activity, diet, and safety M et al., also inferred that progress motivation and academic
habits of the students.
achievement affects behavioural planning and lifestyle of individuals
Poor Moderate Good [31]. The relationship between lifestyle and academic achievement
Lifestyle 33-43 44-54 55-65 at different educational levels must be evaluated in future studies.
N (%) N (%) N (%)
<14 5(55.55%) 3(33.33%) 1(11.11%) CONCLUSION
Grade Point 14-16 25(47.16%) 20(37.73%) 8(15.09%)
Taking into account the results of the present research and other
Average analogous studies, healthy lifestyle education to students with
(GPA) 16-18 15(30.61%) 20(40.81%) 14(28.57%)
effective steps can be taken to improve the academic achievement.
≥ 18 0 2(2.57%) 5(71.42%)
Accordingly, incorporating the concept of lifestyle promotion in the
[Table/Fig-2]: Frequency distribution of the lifestyle and GPA of the students. syllabus of universities will help students, to effectively and efficiently

2 Journal of Clinical and Diagnostic Research. 2017 Mar, Vol-11(3): JC01-JC03

www.jcdr.net Mohammad Heidari et al., Lifestyle with Academic Achievement in Nursing Students

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PARTICULARS OF CONTRIBUTORS:
1. Lecturer, Department of Nursing, School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran.
2. M.Sc. Student, Department of Nursing, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran.
3. Lecturer, Department of Nursing, Abadeh Medical Sciences Branch, Islamic Azad University, Abadeh, Iran.
4. Lecturer, Department of Nursing, Borujen Nursing Faculty, Shahrekord University of Medical Sciences, Shahrekord, Iran.

NAME, ADDRESS, E-MAIL ID OF THE CORRESPONDING AUTHOR:

Dr. Mansureh Ghodusi Borujeni,
Lecturer, Department of Nursing, Abadeh Branch, Islamic Azad University, Sahid Chamran Blvd, Abadeh, Fars Province, Iran. Date of Submission: Oct 01, 2016
E-mail: [email protected] Date of Peer Review: Oct 29, 2016
Date of Acceptance: Dec 06, 2016
Financial OR OTHER COMPETING INTERESTS: None. Date of Publishing: Mar 01, 2017

Journal of Clinical and Diagnostic Research. 2017 Mar, Vol-11(3): JC01-JC03 3

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