Evaluating mindfulness training for medical and PhD nursing students

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background: it is recognised that mindfulness training can positively impact holistic wellbeing and can improve mood, focus and resilience. Health service students often experience high levels of psychological morbidity. Engaging in mindfulness techniques may positively impact the psychological wellbeing of healthcare students. This is of vital importance to ensure optimum learning for healthcare practice with its associated challenges. Method: an evaluation was conducted with medical students (n=4) and PhD nursing students (n=6), who took part in a mindfulness-based workshop, followed by five weekly 30-minute sessions of mindfulness training, including a 15-minute meditation exercise. Data collection was carried out at baseline and post intervention, followed by a focus group discussion to elucidate qualitative experiences. Results: significant findings were identified with respect to cognitive mindfulness scores (P=0.02) and resilience (P=0.04). Discussion: data reflected three themes: the impact of mindfulness and maintaining practice, improvements in wellbeing, and improvements in academic endeavour. Conclusions: this evaluation found significant improvements in the ability to cope with stress and increased attention and resilience in all students. Although results are not generalisable in this small evaluation, students reported increased concentration levels and improved focus, both of which are likely to impact positively on any psychological symptoms, particularly those related to workload pressures.

Original languageEnglish
Pages (from-to)798-802
Number of pages5
JournalBritish journal of nursing (Mark Allen Publishing)
Volume28
Issue number12
Early online date26 Jun 2019
DOIs
Publication statusPublished - 27 Jun 2019

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Mindfulness
Nursing Students
Students
Psychology
Student Health Services
Delivery of Health Care
Meditation
Aptitude
Workload
Focus Groups
Medical Students
Learning
Exercise
Morbidity
Education
Pressure

Keywords

  • Mindfulness
  • Mindfulness-based stress reduction
  • Resilience

Cite this

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title = "Evaluating mindfulness training for medical and PhD nursing students",
abstract = "Background: it is recognised that mindfulness training can positively impact holistic wellbeing and can improve mood, focus and resilience. Health service students often experience high levels of psychological morbidity. Engaging in mindfulness techniques may positively impact the psychological wellbeing of healthcare students. This is of vital importance to ensure optimum learning for healthcare practice with its associated challenges. Method: an evaluation was conducted with medical students (n=4) and PhD nursing students (n=6), who took part in a mindfulness-based workshop, followed by five weekly 30-minute sessions of mindfulness training, including a 15-minute meditation exercise. Data collection was carried out at baseline and post intervention, followed by a focus group discussion to elucidate qualitative experiences. Results: significant findings were identified with respect to cognitive mindfulness scores (P=0.02) and resilience (P=0.04). Discussion: data reflected three themes: the impact of mindfulness and maintaining practice, improvements in wellbeing, and improvements in academic endeavour. Conclusions: this evaluation found significant improvements in the ability to cope with stress and increased attention and resilience in all students. Although results are not generalisable in this small evaluation, students reported increased concentration levels and improved focus, both of which are likely to impact positively on any psychological symptoms, particularly those related to workload pressures.",
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Evaluating mindfulness training for medical and PhD nursing students. / Noble, Helen; Reid, Joanne; Walsh, Ian K; Ellison, Sharon E; McVeigh, Clare.

In: British journal of nursing (Mark Allen Publishing), Vol. 28, No. 12, 27.06.2019, p. 798-802.

Research output: Contribution to journalArticle

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