The authors evaluated an 8-week, 2-hr per week training for physicians, nurses, chaplains, and other health professionals using nonsectarian, spiritually based self-management tools based on passage meditation (E. Easwaran, 1978/1991). Participants were randomized to intervention (n = 27) or waiting list (n = 31). Pretest, posttest, and 8- and 19-week follow-up data were gathered on 8 measures, including perceived stress, burnout, mental health, and psychological well-being. Aggregated across examinations, beneficial treatment effects were observed on stress (p = .0013) and mental health (p = .03). Treatment effects on stress were mediated by adherence to practices (p = .05). Stress reductions remained large at 19 weeks (84% of the pretest standard deviation, p = .006). Evidence suggests this program reduces stress and may enhance mental health.

Based on the exploratory study of a 3D multiuser virtual environment (3D MUVE), known as Quest Atlantis (QA), in a series of Primary Four (10-to 11-year-olds) Science lessons at Orchard Primary School in Singapore, this paper examines the issues of learning engagement and describes the socio-cultural context of QA's implementation. The students and teacher were observed during the lessons, interviewed after, and the completed quests were analysed to determine the level of engagement achieved. A pre-and posttest on the Science concepts covered was also administered. A seven-level taxonomy of engagement was used to provide the study with a more holistic perspective of engagement, together with the attempt to concretise the element of engagement into observable traits. Although there was a significant improvement of the posttest over the pretest, the level of engagement of the students was low (between 3 and 4). The lack of engagement might be a result of the distractions in the 3D MUVE, the students' difficulty with language used in the QA, their lack of computer competency for QA tasks, and/or their inability to complete the quests' section on reflections. The biggest challenges to the integration of QA into the Science curriculum were the interdependent issues of time (or lack of it) and 'buy-in' by the school and parents.

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This qualitative study assesses the experience of an intervention that provided spiritually based self-management tools to hospital-based nurses. Drawing on wisdom traditions of the major world religions, the eight point program can be practiced by adherents to any religious faith, or those outside of all traditions. Five of eight program points were perceived as directly useful in improving the nurses' workplace interactions and enhancing fulfillment of compassionate caregiving missions. The findings suggest that this program can be an effective intervention among nurses in dealing with the demands of the healthcare environment and may be a resource for continuing education curricula.

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