Exploration of mindfulness in relation to compassion, empathy and reflection within nursing education

Walker, Moira; Mann, Robert

doi:10.1016/j.nedt.2016.03.005

Cited by 44 publications

(26 citation statements)

References 19 publications

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“…; Hunter ; Ratanasiripong et al . ; Song & Lindquist ; Walker & Mann ). Some success has been reported in improving outcome measures, such as anxiety, depression, and stress; however, few present more than a descriptive definition of mindfulness and what constitutes mindfulness as a construct is overlooked.…”

Section: Introductionmentioning

confidence: 99%

Mindfulness in nursing students: The five facet mindfulness questionnaire in samples of nursing students in China, the Philippines, and South Africa

Arthur¹,

Dizon

Jooste

et al. 2017

Int J Mental Health Nurs

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Mindfulness as a clinical strategy for helping manage physical and psychological symptoms is gathering an impressive evidence base. It is also being embraced widely for personal and professional development. As a therapeutic intervention for nurses working across a spectrum of settings, it helps expand practice, and integrating mindfulness in nursing undergraduate and graduate curricula is imminent. In the present study, we outline the development and measurement of mindfulness as a personality trait and therapeutic intervention, and advocate the use of a questionnaire alternative to expensive and impractical laboratory measures. The aims of the present study were to examine and compare the use and reliability of the Five Facet Mindfulness Questionnaire (FFMQ) in samples of nursing students from South Africa, China, and the Philippines, and compare the findings in the nursing student samples to other student and non-student samples. Three samples of students of nursing from China (n = 193), the Philippines (n = 243), and South Africa (n = 131) completed the 31-item FFMQ. The internal consistency was acceptable, and the correlations were significant among all facets and the total score. Although the total mean scores between the three samples were not significantly different, there were significant and interesting differences in the facet scores, and these are discussed in the light of likely cultural influences, and comparative data from other samples of students and clinical populations. The instrument shows promise for future use in educational research as a tool for curriculum change, for personal and professional development of nurses, and as a clinical tool for determining mindfulness changes over time.

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Section: Introductionmentioning

confidence: 99%

Mindfulness in nursing students: The five facet mindfulness questionnaire in samples of nursing students in China, the Philippines, and South Africa

Arthur¹,

Dizon

Jooste

et al. 2017

Int J Mental Health Nurs

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“…It is therefore essential that students are prepared for this work by building a mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique -mindfulness. Incorporating this coping strategy into the curriculum ensures that students will have the tools to deal with the stressors of the course, which in turn will enhance the student experience [4].…”

Section: Resultsmentioning

confidence: 99%

Perception of ethical issues by students of health professions

2018

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Abstract. In recent years in education in health professions in Slovakia big changes have taken place. New insights regarding approximation to the European education system and contextual understanding of health professionals and patients encourage need of change in approaches. The transition from deep-rooted paternalism to individual responsibility of the patients created a gap which was needed to fulfil in education. In our research we analyzed using ANOVA statistics with p < 0.01 a nonstandardized questionnaire looking what impact had study of ethical issues on their approach to marginalization, labelling, empathy and holistic approach. Significant difference between both groups of students (125 students at the beginning of the study and 119 students at the end of the study) has been shown related to the study of professional ethics on one side and approach to marginalization, labelling, empathy and holistic approach at other side.

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“…Such practices can foster greater personal and professional satisfaction, resilience, and professional sustainability. The intentions of introducing students to principles of mindfulness practices are to aid in developing patterns to navigate the challenges of the work environment, reduce stress, and foster empathy (Beddoe & Murphy, 2004;Walker & Mann, 2016). For example, a simple meditation exercise (a form of mindfulness) was introduced by a nurse educator in a pathophysiology course.…”

Section: Mindfulness: Cultivating Self-awarenessmentioning

confidence: 99%