Does mindfulness decrease stress and foster empathy among nursing students?
ABSTRACT This pilot study of baccalaureate nursing students explored the effects of an 8-week mindfulness-based stress reduction (MBSR) course on stress and empathy. The course was intended to provide students with tools to cope with personal and professional stress and to foster empathy through intrapersonal knowing. A convenience sample of 16 students participated in the course, used guided meditation audiotapes at home, and completed journal assignments. Stress and empathy were measured using paired sample t tests. Participation in the intervention significantly reduced students' anxiety (p > .05). Favorable trends were observed in a number of stress dimensions including attitude, time pressure, and total stress. Two dimensions of empathy--personal distress and fantasy--also demonstrated favorable downward trends. Regular home meditation was correlated with additional benefit. Participants reported using meditation in daily life and experiencing greater well-being and improved coping skills as a result of the program. Findings suggest that being mindful may also decrease tendencies to take on others' negative emotions. Coping with stress and fostering the affective domain are important facets of nursing education that may be facilitated by mindfulness training.
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ABSTRACT: Recent meta-analyses have found that mindfulness practice may reduce anxiety and depression in clinical populations and there is growing evidence that mindfulness may also improve well-being and quality of care in health professionals. This study examined whether mindfulness protects against the impact of work-related stress on mental health and burnout in emergency room (ER) nurses. ER nurses (N=50) were recruited from an urban teaching hospital in Switzerland and completed a survey on work-related stressors, mindfulness, burnout, depression, and anxiety. Results: The most frequently reported work-related stressor was interpersonal conflict. Nurses working more consecutive days since last taking time off were at greater risk for depression and those reporting more work-related interpersonal conflicts were at greater risk for burnout. Mindfulness was associated with reduced anxiety, depression, and burnout. Mindfulness was a significant predictor of anxiety, depression, and burnout and moderated the impact of work-related stressors on mental health and burnout. The sample is limited to nurses and results need to be replicated in other groups (e.g., medical staff or ambulance workers). We assessed clinical symptoms with questionnaires and it would be desirable to repeat this assessment with clinical diagnostic interviews. Conclusions: The findings have implications for stress management in ER nurses and health professionals working in comparable settings (e.g., urgent care). The robust associations between mindfulness and multiple indices of psychological well-being suggest that ER staff exposed to high levels of occupational stress may benefit from mindfulness practice to increase resistance to mental health problems and burnout. Copyright © 2015 Elsevier B.V. All rights reserved.Journal of Affective Disorders 12/2014; 175C:79-85. DOI:10.1016/j.jad.2014.12.038 · 3.76 Impact Factor
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ABSTRACT: This is an ongoing project. Special thanks to Christopher Germer, Ph.D. and the Institute for Meditation and Psychotherapy for their many contributions. This bibliography does not try to include all the references to the broader Buddhist/therapy dialogue, which would extend it considerably. Also, more complete references for mindfulness in relation to physical and medical conditions, as well as neuroscience and physiological effects of mindfulness can be found in John C. Williams and Lidia Zylowska's "Mindfulness Bibliography. From molecules to mindfulness: Howe vertically convergent fractal time fluctuations unify cognition and emotion. Consciousness & Emotion, 1, 193-226.
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ABSTRACT: Anxiety disorders are common and test stress affects many students. Guided reflection is a new and effective method for reducing stress. To assess the effect of guided reflection on test anxiety in second and third-year nursing students of Fatima Nursing and Midwifery College, Shiraz University of Medical Sciences, Shiraz, Iran. This study was designed to assess the effect of guided reflection on test anxiety among nursing students of second and third year of education in Faculty of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran. Data was collected using demographic data questionnaires and the Sarason and Abolghasemi test anxiety scale. Based on the latter questionnaire, of the 147 participants, 100 had test anxiety with scores ranging from 13-63 (mild-severe anxiety), of which 80 students were randomly selected and divided into case and control groups. We used Johns's 9-stage guided reflection model through Q and A, lecture, and discussion. The case group participated in a 2-day guided reflection workshop for six hours each day. The control group received no intervention. Sarason and Abolghasemi's test anxiety questionnaire was completed by the students at the beginning of the first session, immediately after and three months after intervention. The test anxiety mean scores were 35.34 ± 9.50 and 35.47 ± 10.66 before the intervention in the control and intervention groups respectively. No significant difference was found between the two groups with respect to socio-demographic characteristics. The Mean ± SD of test anxiety scores increased to 36.48 ± 9.34 three months after the intervention in the control group (P = 0.1). However, in the intervention group, the Mean ± SD test anxiety scores reduced immediately after (16.31 ± 8.61) and three months after (27.72 ± 10.09) the intervention, compared to before the intervention (35.47 ± 10.66) (P < 0.001, paired T-test). Guided reflection is effective in reducing test anxiety in nursing students. This method can be used for reducing test anxiety and increasing learning and academic progress among students.09/2013; 2(3):16-20. DOI:10.5812/nms.11119