2: Getting Started - Assessments
- Page ID
- 124864
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\dsum}{\displaystyle\sum\limits} \)
\( \newcommand{\dint}{\displaystyle\int\limits} \)
\( \newcommand{\dlim}{\displaystyle\lim\limits} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Background
"You can't really know where you are going until you know where you have been"
- Maya Angelou
How do we start the exploration of wellness that is the purpose of this course? This first activity looks to set a path forward, by starting with an in-depth evaluation of where you are at now when it comes to wellness.
Princeton U Matter (n.d.) defines wellness as "not merely the absence of illness or distress, [but] a lifelong process of making decisions to live a more balanced and meaningful life” (para. 1). The first step in that process is evaluating your current state, which is similar to many models of improvement including the nursing process. The nursing process follows 5 systematic steps: assess, diagnose, plan, implement, and evaluate (Toney-Butler & Thayer, 2023). Many other helping professions have a similar approach to practice. For example, quality improvement (QI) is something frequently discussed in healthcare. While comparing oneself to healthcare may not be the most therapeutic way to start a course focused on promoting wellness, it can be helpful to borrow a few concepts from QI models. The Model for Improvement used by the Institute for Healthcare Improvement (n.d.) starts by asking three fundamental questions that can be adapted for students in this course.
The Model for Improvement asks three fundamental questions:
- What are we (am I) trying to accomplish?
- How will we (I) know that a change is an improvement?
- What changes can we (I) make that will result in improvement?
One way to answer these questions and complete the assessment stage of the nursing process is to use a variety of inventories or tools to gather data. These assessments can identify different wellness needs that will assist you in creating a plan to better your own wellness.

Figure \(\PageIndex{1}\): Start making changes now. (Photo by Markus Winkler from Pexels)
Activity
This week, you are going to complete a variety of assessments/inventories to gather data about your wellness needs and create individual goals for the course. Taking these assessments should help with the three questions posed in the Model for Improvement. In some ways, this week can be the hardest in the course because it asks participants to dig deeply into their experiences. This takes vulnerability, strength, and courage! Do not be discouraged if this week’s activity feels heavy or difficult. Try to recognize that this marks a starting point or baseline for the adventure of this class. The goal is to help you gather data to better inform you of what your needs are and to help you evaluate how you are responding to the different activities each week!
You will complete five assessments this week:
- Princeton U Matter
- Social Readjustment Rating Scale OR Students' Stress Rating Scale
- Hassles & Uplifts
- Symptoms of Stress
- Resting Heart Rate
Why are there so many different assessments? Each assessment measures different aspects of wellness which are discussed more in the following sections.
Materials Suggested
- Device with access to Internet (and possibly a printer) to access the assessments to be completed
- Writing utensil and paper or note app to document results
- Optional: SmartWatch for tracking heart rate
- Note: You can either download and print the assessments or take them digitally. Regardless, you need to document your responses for each assessment (if appropriate) and your results to refer back to them throughout the rest of the class.

Figure \(\PageIndex{1}\): Use a laptop, paper, writing instrument, and a SmartWatch. (Photo by KATRIN BOLOVTSOVA from Pexels)
Directions
Please take the time needed to carefully fill out the following five assessments and record your results using this chart. This chart is also available as a PDF download: Assessment Summary
Assessment Summary
|
Tool |
Your Score |
Notes or Comments |
|
Princeton UMatter: Emotional |
||
|
Princeton UMatter: Environmental |
||
|
Princeton UMatter: Intellectual |
||
|
Princeton UMatter: Occupational |
||
|
Princeton UMatter: Physical |
||
|
Princeton UMatter: Social |
||
|
Princeton UMatter: Spiritual |
||
|
Social Readjustment Rating Scale OR |
||
|
Hassles & Uplifts: Hassles |
||
|
Hassles & Uplifts: Uplifts |
||
|
Symptoms of Stress |
||
|
Resting Heart Rate |
Princeton U Matter
The Princeton UMatter Wellness Self-Assessment prompts the user to consider their current state in 7 different dimensions including: emotional, environmental, intellectual, occupational, physical, social, and spiritual.
Take the assessment using one of the links below:
- Electronic access to Princeton UMatter Wellness Self-Assessment (recommended for ease of use of results)
- Print version of Princeton UMatter Wellness Self-Assessment
Social Readjustment Rating Scale OR Students’ Stress Rating Scale
The Social Readjustment Rating Scale (SRRS) is an updated assessment based off the 1967 Holmes and Rahe Life Stress Inventory. Its goal is to measure the impact of various life events and how susceptible you might be to a stress-induced health breakdown (Wallace et al., 2023). Similarly, the Students' Stress Rating Scale (SSRS) is a 35-item variation on the Holmes and Rahe assessment tailored to college students and stresses that they might be facing (Balamurugan & Kumaran, 2008). These assessments can be valuable in helping you identify significant events that have the possibility of affecting your wellness, as well as giving you an opportunity to think about modifiable vs non-modifiable stressors.
Pick one of the following to complete:
- Electronic access to Social Readjustment Rating Scale (recommended for ease of use of results)
- Print version of Social Readjustment Rating Scale OR Print version of Students' Stress Rating Scale Rating Scale (no electronic version available)
Hassles & Uplifts
The Hassles and Uplifts Scales (HUS) was constructed as a tool to focus on relatively minor events that happen in everyday life. This was a response to, in large part, the significance in psychological testing that the Social Readjustment Rating Scale had taken in measuring major life events (Kanner et al., 1981). While large stressors can and will happen, it is often the daily interactions or choices that impact our mood and our stress levels.
Take the assessment using the link below:
Print version of Hassles and Uplifts Scale
Note: Please read the full directions for completing the assessment to ensure you are completing the assessment accurately. After assigning a score of 0-3 for each item, add the score up for all Hassles, and then add up the score for all Uplifts.
Symptoms of Stress Table
Stress can cause many physical symptoms, some of which may be more obvious than others. The Symptoms of Stress Table can be used to identify what stress is doing to the body. Results can prompt goal setting related to those symptoms (Sairanen et al., 2024). This assessment has elements of the Calgary Symptoms of Stress Inventory (C-SOSI; Carlson & Thomas, 2007), but it is important to note that this assessment is not as comprehensive as that validated tool. The C-SOSI is primarily used by researchers to analyze data on stress symptoms in specific populations, whereas this Symptoms of Stress table is intended as a self-assessment to help identify different ways stress may be showing up in your body.
Take the assessment (found on page 2) using the link below.
To quantify this table, add up the scores as follows for each answer: Almost all day, every day (6 pts.); Once or twice daily (5 pts.); Every night or day (4 pts.); 2-3 times per week (3 pts.); Once a week (2 pts.); Once a month (1 pt.); Never (0 pts.). Record your total score in the assessment summary table.
Resting Heart Rate
Your heart rate can be used as one indicator of health and provides a quantitative piece of data to track. Many things can impact your heart rate, such as fitness level, temperature, and body position. For this course, it is particularly helpful to note that your emotions can impact your heart rate (American Heart Association, 2025). Once you know what your resting heart rate tends to be, you can use that as a gauge to analyze if stress or emotions may be impacting you physically in any given moment.
Figure \(\PageIndex{1}\): Find your pulse on your wrist. Take your heart rate for 60 seconds. (Photo by BruceBlaus from Wikimedia Commons)
Recommendations for tracking your resting heart rate this week:
- Find a consistent time that you can check your heart rate each day. Ideally, this would be at the start of each day.
- Note: If you wear a fitness tracking device, the device may do this for you.
- Take your heart rate. If you are not familiar with taking your heart rate or could use a refresher, here are some step-by-step instructions from the Mayo Clinic (2024).
- If you notice that you are feeling stressed or are experiencing heightened emotions, take a moment to check your heart rate and note any changes from your resting heart rate.
Assessment Summary
If you have not already done so, please record your assessment scores and any interesting observations or notes you had from taking these assessments: see the Assessment Summary.
Assessing wellness and stress is a complex and challenging process. Today you assessed your wellness from many different perspectives. Look back over each of the assessment tools. You will see that these tools measured wellness and stress from a variety of perspectives including:
- Physiological indicators of stress
- Your perception of what is happening in your life
- Sources of stress and frequency of hassles
- Your level of satisfaction with events in your life
- Type of life events you have experienced
Key Points
- Testing, measuring, and understanding yourself (i.e., assessment) is the first important step in developing a plan for wellness and reduction of stress.
- Stress can trigger physiological changes like an increased pulse. Symptoms of stress can include headache, muscle tension, insomnia, and a host of other warning signs. Listen to what your body is telling you as you continue through this course.
- Perception is key when assessing stress. The same situation can elicit a very different stress response in different individuals due to the individual's perception of the experience. It is okay if you experience something differently than others around you! Be honest with yourself so you can be most responsive to your needs.
- For a balanced picture of wellness, consider all dimensions of wellness including emotional, environmental, intellectual, occupational, physical, social, and spiritual.
- No single assessment, survey, or tool can tell the whole picture when it comes to assessing your wellness. Consider the results from all of these assessments to gain a better understanding of your personal wellness needs.
The real impact of this activity is in what you will do with the information you learned about yourself. In this course, you will have the opportunity to explore different evidenced-based practices to develop a plan that is responsive to your wellness needs.
This week, continue to reflect on what you learned from the assessments. Take 5-10 minutes each day to check in with yourself about what you are feeling. Are you experiencing different physical symptoms of stress? Be attentive in listening to your body and assessing your ongoing needs.
Think about the Hassles and Uplifts assessment. Are there things that you can turn into more of uplifts? Are there hassles you can avoid or minimize? Try to be more aware of these throughout your week and repeat the assessment at least one more time to see if your results change with being more intentional about how you view each item.
Before the week is done, it is time to make some goals! Share in your reflection.
Reflection
- Think back to the three questions from the Models for Improvement (given below) that began this section. Reflect on them in light of your scores on the assessments.
- What am I trying to accomplish?
- How will I know that a change is an improvement?
- What changes can I make that will result in improvement?
- In light of your reflection, what are 3-5 specific goals that you can work towards to improve your wellness?
These reflection questions are also available as a PDF download: Weekly Recommendation/Homework - Chapter 2
References
American Heart Association. (2024). All about heart rate. https://www.heart.org/en/health-topics/high-blood-pressure/the-facts-about-high-blood-pressure/all-about-heart-rate-pulse
Balamurugan, M., & Kumaran, D. (2008). Development and validation of students’ stress rating scale (ED501881). ERIC. https://files.eric.ed.gov/fulltext/ED501881.pdf
Carlson, L. E., & Thomas, B. C. (2007). Development of the Calgary Symptoms of Stress Inventory (C-SOSI). International Journal of Behavioral Medicine, 14(4), 249-256. https://doi.org/10.1007/BF03003000
Institute for Healthcare Improvement. (n.d.). Model for improvement. https://www.ihi.org/library/model-for-improvement
Kanner, A. D., Coyne, J. C., Schaefer, C., & Lazarus, R. S. (1981). Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events. Journal of Behavioral Medicine, 4(1), 1-39. https://doi.org/10.1007/bf00844845
Mayo Clinic. (2024). How to take your pulse. https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/how-to-take-pulse/art-20482581
Sairanen, I., Virtanen, H., Hämäläinen, P., Suhonen, R. (2023). Patient-reported outcome measures for the assessment of stress in neurological patients: An integrative review. International Journal of Nursing Studies Advances, 6, Article 100172. https://doi.org/10.1016/j.ijnsa.2023.100172
Toney-Butler, T. J., & Thayer, J. M. (2023). Nursing process (PMID 29763112). National Library of Medicine, National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK499937/
UMatter. (n.d.). Wellness wheel & assessment. Princeton University. https://umatter.princeton.edu/action/caring-yourself/wellness-wheel-assessment
Wallace, D., Cooper, N. R., Sel, A., & Russo, R. (2023). The social readjustment rating scale: Updated and modernised. PLoS ONE, 18(12), Article e0295943. https://doi.org/10.1371/journal.pone.0295943


