Impact of a mindfulness-based intervention on undergraduate pharmacy students' stress and distress: Quantitative results of a mixed-methods study

O’Driscoll, Michelle; Sahm, Laura J.; Byrne, Helen; Lambert, Sharon; Byrne, Stephen

doi:10.1016/j.cptl.2019.05.014

Cited by 24 publications

(28 citation statements)

References 37 publications

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“…Check-In's feedback survey was administered while our institution transitioned all courses online due to COVID-19 and the results obtained may have been affected as a result. A limitation of the feedback obtained from our survey was self-selection bias, which has been reported in previous studies [15,27]. With a response rate of 28% (33 students who did Check-In and responded to the survey, out of a possible 120), we cannot assume these findings are generalizable to the entire cohort of students.…”

Section: Discussionmentioning

confidence: 89%

“…The authors concluded that the use of this app can help students cope with the demanding nature of pharmacy undergraduate programs [14]. In Ireland, the curriculum-guided use of the mindfulness-based stress reduction (MBSR) program was found to significantly improve mental distress and stress of female pharmacy students [15]. While the Maslach Burnout Inventory was one of the measures employed by this study to assess the effectiveness of the program, the MBSR program does not specifically teach learners about burnout [16].…”

Section: Introductionmentioning

confidence: 99%

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Check-In: An Educational Activity to Address Well-Being and Burnout among Pharmacy Students

et al. 2020

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Background: Chronic workplace stress that has not been adequately managed can result in burnout. Healthcare providers; including pharmacists, may be particularly susceptible to this phenomenon, prompting the School of Pharmacy at the University of Waterloo to develop an active-learning activity to teach and reflect on healthcare provider burnout, called Check-In. Methods: Check-In was comprised of a 20 min online lecture on healthcare provider burnout, two pre-readings that highlighted burnout among physicians, and an optional one-on-one session between individual students and a faculty or staff member. A reflection guide was also shared among students and facilitators where students had to rate their current mental health on a 10-point scale and reflect on questions focusing on energy expenditure, self-care, and self-compassion within the past, present, and future. Results: Check-In was rewarding and overall positive for students and faculty. The personal connection with members from the school and the strategic timing of the activity within the curriculum notably contributed to the success of the activity. The short duration of individual sessions was the key criticism of the activity. Further research at the University of Waterloo School of Pharmacy will be explored to assess the long-term impact of Check-In on student well-being.

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Section: Discussionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Check-In: An Educational Activity to Address Well-Being and Burnout among Pharmacy Students

et al. 2020

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“…Finally, a school of pharmacy in Ireland incorporated a voluntary, four-week mindfulness course into the pharmacy curriculum. 26 Fifty-one student pharmacists realized a significant decrease in stress and increase in mindfulness when compared to the 48 controls. This mindfulness course originated from ideas generated through thematic analysis of focus group member…”

Section: A J P Ementioning

confidence: 98%

A Scoping Review of Well-being Assessment and Interventions in Student Pharmacists

Mayberry

Villa‐Zapata

Byers

et al. 2022

American Journal of Pharmaceutical Education

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Objective. To review the literature assessing student pharmacist well-being and the impact of well-being associated interventions. Findings. Of the 15 studies included, six assessed student pharmacist well-being while nine evaluated the impact of a well-being intervention. There are various approaches to assessing student pharmacist well-being. The body of literature suggests poor student pharmacist well-being overall. Since well-being is multifaceted and individualized, some pharmacy schools identified various ways to incorporate tailored well-being activities, including mindfulness, into required, elective, and co-curricular experiences within the Doctor of Pharmacy program, with varying outcomes. Summary. This review highlights the limited and variable information available on the assessment of student pharmacist well-being as well as unique strategies to incorporate well-being initiatives into the doctor of pharmacy curriculum. Schools of pharmacy should identify student pharmacist well-being needs through a standardized well-being assessment instrument and provide meaningful well-being resources and interventions within the curriculum. There is a growing need for faculty to invest in student pharmacist mental wellness in addition to academic success. Future accreditation Standards will inform the Academy on how to advance well-being initiatives.

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“…17 Research conducted among pharmacy and other professional students demonstrated the effectiveness of interventions such as yoga, meditation, mindfulness, adequate sleep, expression of gratitude, social relationships, and exercise on improving the aspects of well-being. [18][19][20][21][22][23] Strategies to encourage students to develop and sustain such behaviors range from role-modeling to intentionally incorporating well-being challenges as part of a course. 24,25 While there is no evidence that any specific type of intervention increases the resilience of professional students, schools can help students to understand and develop protective factors that positively influence resilience.…”

Section: Institutional Support Of Student Well-beingmentioning

confidence: 99%

Improving and Restoring the Well-being and Resilience of Pharmacy Students during a Pandemic

Schlesselman

Cain

DiVall

2020

American Journal of Pharmaceutical Education

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During times of stress, such as those experienced during the novel coronavirus identified in 2019 (COVID-19) pandemic, pharmacy students handle the experience differently. For some, the experience may negatively impact their sense of well-being; for others, being at home with family could actually improve their well-being. While students are completing academic work at home and after they finally return to campus, pharmacy schools need to be keenly aware of students' experiences and implement strategies to build their resilience and improve their well-being. One approach will not meet the needs of all students. Many of the challenges that pharmacy students have faced or will face when they return to the classroom are discussed along with some programs and activities that have proven successful.

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Impact of a mindfulness-based intervention on undergraduate pharmacy students' stress and distress: Quantitative results of a mixed-methods study

Cited by 24 publications

References 37 publications

Check-In: An Educational Activity to Address Well-Being and Burnout among Pharmacy Students

Check-In: An Educational Activity to Address Well-Being and Burnout among Pharmacy Students

A Scoping Review of Well-being Assessment and Interventions in Student Pharmacists

Improving and Restoring the Well-being and Resilience of Pharmacy Students during a Pandemic

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