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"Mindfulness (Psychology) Study and teaching (Higher)"
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Nursing students’ experience of learning cultural competence
European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds.
A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal.
5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice.
The participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.
Journal Article
Predictors of psychological distress amongst nursing students: A multicenter cross-sectional study
Undergraduate nursing students show high-stress levels. In students, stress has been linked to adverse physical and psychological health outcomes and academic and clinical demands. To date, there are few studies dealing with psychological predictors of stress amongst nursing students. This study aimed to assess psychological distress in a sample of Italian nursing students and to explore its relationship with sociodemographic and psychological factors, specifically dispositional mindfulness, emotional regulation difficulties, and empathy. A multicenter cross-sectional survey design was employed. Participants were recruited from five teaching hospitals associated with a public university in northern Italy. A sample of 622 undergraduate nursing students was recruited. Participants were recruited on campus and completed a paper-and-pencil survey. More than 70% of nursing students reported meaningful levels of psychological distress. Students with higher dispositional mindfulness scores had lower psychological distress, whereas emotional regulation difficulties and empathic personal distress were positively associated with perceived stress. No gender differences were found in stress levels, but senior students showed lower psychological distress than more junior students. Interventions aimed at increasing mindfulness facets and improving emotional regulation strategies may help to reduce perceived psychological stress in nursing students.
•High levels of psychological distress are prevalent in nursing students.•There are no gender differences in nursing students' stress levels.•Senior nursing students show lower psychological distress than more junior students.•Dispositional mindfulness is a protective factor for stress in nursing students.•Improving emotional regulation strategies is recommended in nurse education.
Journal Article
Mindfulness-based stress reduction adapted to pregnant women with psychosocial vulnerabilities—a protocol for a randomized feasibility study in a Danish hospital-based outpatient setting
Background
This protocol is for a feasibility study of a mindfulness-based stress reduction (MBSR) program adapted for pregnant women with psychosocial vulnerabilities. The rationale for the study is the need for a wider array of evidence-based options to address prenatal mental health care needs in pregnant women. MBSR is a promising mental health intervention but has not yet been adapted for pregnant women with the aim of addressing prenatal mental health. The purpose is thus to evaluate the feasibility, acceptability, and clinical outcomes of an adapted MBSR program, prenatal MBSR, compared to usual care to inform a randomized controlled trial.
Methods/design
Pregnant women (n = 60) referred to an outpatient clinic at Copenhagen University Hospital, Amager and Hvidovre, Denmark, will be recruited for the study. The design is a single-center feasibility trial, with prenatal MBSR, as an add-on to usual care. The primary outcome is to assess the feasibility of a full-scale randomized controlled trial. The secondary feasibility outcome includes possible effects of the adapted MBSR program estimated by self-report questionnaires measuring stress, anxiety, depression, well-being, decentering, reflective functioning, mindfulness, and compassion. Participants will be randomized in a 1:1 ratio to prenatal MBSR or usual care.
Discussion
The study is part of the
Good Start to Family Life
study anchored at Copenhagen University Hospital, Amager and Hvidovre, Denmark. Teaching the skills of mindfulness meditation to a psychosocially vulnerable group of pregnant women could prove a viable and non-pharmacological approach to reduce stress, improve mental health, and provide support in the transition to parenthood. The outcomes of the feasibility study will inform the design of a fully powered randomized controlled trial.
Trial registration
ClinicalTrials.gov,
NCT04571190
. Registered on September 30, 2020
Journal Article
A Thematic Analysis of Pharmacy Students' Experiences of the Undergraduate Pharmacy Degree in Ireland and the Role of Mindfulness
Objective. To determine pharmacy students' experiences of stress as part of the current pharmacy degree, and to explore the potential of incorporating the principles of mindfulness into course work in the undergraduate degree. Methods. Undergraduate pharmacy students from the five pharmacy schools in Ireland were invited to participate in focus groups between February and November 2016. Recruitment occurred via emails sent by a school's academic or administrative member. Focus groups were audio recorded, anonymized and transcribed by the corresponding author. Transcripts were analyzed using the Braun and Clarke method of thematic analysis and coded. Results. Twenty pharmacy students (60% female) representing all years of study from three of the five pharmacy schools participated across five focus groups. The five key themes that emerged were: so much to do, so little time; the role of lecturers; we are smart people, we want to do well; learning by doing; and mindfulness as a coping tool. Conclusion. The findings of this study support the hypothesis that students experience stress and would welcome mindfulness-based interventions as a management option in the degree. Specifically, the emphasis that mindfulness places on experiential learning would be well-received by students. Keywords: pharmacy, stress, student, mindfulness, undergraduate
Journal Article
Catalyzing the Field
Catalyzing the Field presents a diverse series of applied case studies about the second-person dimension of contemplative learning in higher education. As a companion volume to the editors' previous book, The Intersubjective Turn, the contributors to this book explore various pedagogical scenarios in which intentional forms of practice create and guide consciousness. Their essays demonstrate that practice is not only intellectual, but somatic, phenomenological, emotional, and spiritual as well. Along with their first book, Contemplative Learning and Inquiry across Disciplines, the editors craft an essential body of work that affirms the fundamental importance of contemplative practice in institutions of higher learning.
eBook
Mindful Teacher Educators: A Case Study Using a Self-Study Approach to Improve Awareness
With increasing calls to improve teacher training and retention sounding globally (Williams et al., 2022) and accompanying calls to investigate and model practices that have more positive outcomes for teacher candidates (McPherson et al., 2024), teacher educators are beginning to investigate new approaches. To answer the call to action, and in the hopes of contributing to the cause, the researchers of this case study employed a self-study approach involving three teacher educators in the south-central region of the United States to examine the role of mindfulness and self-care in their professional lives. This research contributes valuable knowledge to the field of study on mindfulness and self-care practices and providing teacher educators with increased awareness of the importance of such practices.
Journal Article
Enhancing Commitment to Teaching Entrepreneurship through Mindfulness and Readiness for Change in Higher Education Institutions
Background/purpose – Research on teaching entrepreneurship which concentrates on the lecturers’ perspective has been underexplored. This study aims to report on an explanatory sequential mixed-methods study that was conducted with a quantitative survey of the influence of mindfulness on Malaysian polytechnic lecturers’ commitment to teaching entrepreneurship through readiness for change as a mediator. It also aims to report on the qualitative reasons behind the quantitative results. Materials/methods – Survey data were collected from 171 lecturers teaching entrepreneurship or subjects embedded with the elements of entrepreneurial skills. This explanatory sequential mixed-methods study employed Partial Least Squares Structural Equation Modeling to analyze the quantitative data, followed by nine semi-structured interviews which were then thematically analysed. Results – Findings revealed that mindfulness did not directly influence the commitment to teaching entrepreneurship. Nevertheless, readiness for change mediated the relationship between mindfulness and commitment to teaching entrepreneurship. Conclusion – The qualitative interview data provided insight that lecturers’ working attitude is an important factor to enhancing the quality of teaching entrepreneurship. Implications and recommendations for future studies are also presented.
Journal Article
Mindfulness and education: Students' experience of learning mindfulness in a tertiary classroom
The application of mindfulness to education is an emerging field of research. To date, there have been no published studies on mindfulness and education in New Zealand. This study explores students' experience of learning mindfulness in a tertiary classroom and their response to it. Forty-nine students responded to a questionnaire which provided both quantitative and qualitative data. Overall, a significant majority of students found learning mindfulness to be acceptable and stated it had enhanced their learning, was relevant to other aspects of their educational journey, and they had found it helpful in their personal lives. Many students reported that practising mindfulness helped them to focus, centre and manage stressful situations better. Insight into their experience is provided by representative verbatim responses and analysis. Areas for future research are identified and discussed. [PUBLICATION ABSTRACT]
Journal Article
Mindfulness in Education: Case Studies of Mindful Teachers and Their Teaching Practices
[...] intelligence is a linear process that moves from problem to resolution as quickly as possible in order to achieve a specific desired outcome. According to Vygotsky, knowledge is acquired through social interaction with knowledgeable peers (Bigelow & Zhou, 2001). [...] encouraging mindfulness means that faculty and staff in higher education must create opportunities for students to develop relationships and connections with each other and their students.
Journal Article