Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study

Schwind, Jasna; McCay, Elizabeth; Beanlands, Heather; Martin, Lori Schindel; Martin, Jennifer; Binder, Marni J.

doi:10.1016/j.nedt.2016.12.017

Cited by 65 publications

(60 citation statements)

References 20 publications

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“…Some research has examined short-term interventions implemented in classrooms to reduce mental distress such as teaching positive psychology (e.g., self-compassion), biofeedback, and mindfulness (Marais, Shankland, Haag, Fiault, & Juniper, 2018;Ratanasiripong, Kaewboonchoo, Ratanasiripong, Hanklang, & Chumchai, 2015). Classroom-based mindfulness interventions are the most common type of intervention in the literature (Miller et al, 2017;Schwind et al, 2016;Thomas, 2017). Implementing brief mindfulness exercises in university classrooms (e.g., breathing, meditation) in 10-to 30-minute intervals has shown to decrease depression, anxiety, and stress in students (Azam et al, 2016;Chen, Yang, Wang, & Xiaoyaun, 2013;de Vibe et al, 2013).…”

Section: Classroom-based Interventionsmentioning

confidence: 99%

Introducing a Late Bank in Online Graduate Courses: The Response of Students

2019

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In post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.

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Section: Classroom-based Interventionsmentioning

confidence: 99%

Introducing a Late Bank in Online Graduate Courses: The Response of Students

2019

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“…Bu amaçla; meditasyon, akupunktur, hipnoz, biofeedback, masaj, aromaterapi, refleksoloji, bitkisel tedaviler, terapötik dokunma ve reiki gibi enerji terapileri stresin olumsuz sonuçlarından korunmada başvurulan tamamlayıcı ve destekleyici yöntemler olarak bilinmektedir. [36][37][38]…”

Section: Bakim Veri̇ci̇ Stresi̇ni̇ Azaltmaya Yöneli̇k Uygulamalarunclassified

Caregiver Stress and Reiki Energy Therapy

Yüce¹,

Taşçı²

2020

Turkiye Klinikleri J Nurs Sci

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İnformal bakım verenler, formal bakım verenlerin aksine çoğunlukla aile üyelerinden olup; ileri yaş, demans, kanser gibi kronik bir hastalık nedeniyle bakıma ihtiyaç duyan bireylere herhangi bir karşılık beklemeksizin bakım sağlamaktadırlar. Bu deneyim; bakım verenler tarafından zamanla kronik bir stres etkeni olarak algılanmakta ve genellikle günlük yaşamları ve sağlıkları üzerinde olumsuz psikolojik, davranışsal ve fizyolojik etkiler yaşamalarına neden olabilmektedir. Literatürde, artmış psikolojik stres düzeyinin, hızlanmış hücresel ve organik yaşlanmanın göstergeleri ile ilişkili olduğu, solunum yolları hastalıklarının görülme sıklığını artırdığı, koroner arter hastalıkların bakım verme süresiyle arttığı, hücresel değişikliklerle kansere yatkınlığı sıklaştırdığı, depresyon, anksiyete ve uyku bozukluğunu içeren farklı psikolojik tepkilere yol açtığını bildiren birçok çalışma bulunmaktadır. Bunun yanında, çalışmalarda bakım verenlerde stres düzeyinin artmasının bakımın kalitesi ve hastanın yaşam kalitesi ile doğrudan ilişkili olduğu bildirilmektedir. Bu nedenle, kronik hastalıklı birey ile birlikte bakım verenin de fiziksel, sosyal ve emosyonel durumunun değerlendirilmesi ve bakım verici stresinin erken aşamalarda tanılanması hem hasta bireyin hem de bakım verenin biyopsikososyal sağlığının yükseltilmesini ve beklenen bakım sonuçlarının elde edilmesini sağlayacaktır. Reiki enerji terapisi, sağlık açısından risksiz, maliyet gerektirmeyen, uygulaması kolay, anksiyete ve stresi azaltmanın da dâhil olduğu birçok alanda iyilik hâlini yükselten etkilere sahip tamamlayıcı ve bütünleşik (integratif) bir uygulamadır. Bakım verici stresini azaltmada reiki enerji terapisinin uygulanması ile ilgili bu derlemenin, literatürde yer alan bilgileri paylaşarak kronik hastalığı olan bireye bakım verenlere ve hemşirelik mesleği profesyonellerine rehberlik etmesi beklenmektedir. Anah tar Ke li me ler: Bakım verme; stres; reiki ABS TRACT Informal caregivers, unlike formal caregivers, are mostly family members and provide care for individuals who need care because of a chronic illness such as advanced age, dementia and cancer. This experience is perceived by caregivers as a chronic stressor over time and can often lead to negative psychological, behavioral and physiological effects on their daily lives and health. In the literature, increased psychological stress level is associated with the indicators of accelerated cellular and organic aging, increases the incidence of respiratory diseases, increases coronary artery diseases with caregiving period, increases the susceptibility to cancer with cellular changes, leads to different psychological reactions including depression, anxiety and sleep disorder. There are many studies reporting. In addition, it is reported that the increase in stress level in caregivers is directly related to the quality of care and the quality of life of the patient. However, evaluating the physical, social and emotional status of the caregiver together with the chronic diseased person and diagnosing caregive...

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“…Research into the effectiveness of mindfulness in education has expanded dramatically over the past dozen years (Baugher & Bach, 2015;Biegel et al, 2010;Ergas, 2016) and shows that mindfulness practice enhances the wellbeing of the practicing students, increasing their capacity for reflexivity, learning, patience, kindness, and compassion. Schwind et al (2017) undertook a qualitative exploratory pilot study to discover how students in a faculty of community services of an urban university experienced brief instructor-guided mindfulness practices conducted at the start and the end of each week's class. Participants were recruited during week three of a twelve-week academic term.…”

Section: Review Of Literaturementioning

confidence: 99%

“…However, despite the current evidence, mindfulness practices have yet to be fully integrated within the undergraduate and graduate curricula at most higher education institutions (Schwind et al, 2017). To quantify the variations produced in each by practicing mindfulness, several questionnaires have been developed to operationalize the concept of mindfulness for scientific purposes (Baer, Smith, & Allen, 2004;Brown & Ryan, 2003;van den Hurk et al, 2011;Walach, Buchheld, Buttenmüller, Kleinknecht, & Schmidt, 2006).…”

Section: Introductionmentioning

confidence: 99%

An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

Prado

Anastacio

2018

International Journal of Adolescence and Youth

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The current project hypothesized that mindfulness practice should improve the academic performance of undergraduate students. However, no significant relationships were found between mindfulness practices neither with FFMQ nor MAAS scores. Two distinct groups of university students were evaluated by the Five Facet Mindfulness Questionnaire (FFMQ) and the Mindful Attention Awareness Scale (MAAS). The descriptive analysis of our groups showed positive changes in academic outcomes thanks to the mindfulness practice. In the first trial, adverse changes in FFMQ, MAAS and academic averages findings were observed. Meanwhile, positive differences in FFMQ, MAAS and academic averages outcomes were found in the second trial. Results from the current study suggest that either mindfulness stage is not affected by mindfulness practices on the first scenario and, the second sample represent an ideal experience of mindfulness group. The FFMQ and MAAS may need adaptation for specific groups like engineering or science students.

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Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study

Cited by 65 publications

References 20 publications

Introducing a Late Bank in Online Graduate Courses: The Response of Students

Introducing a Late Bank in Online Graduate Courses: The Response of Students

Caregiver Stress and Reiki Energy Therapy

An assessment of mindfulness intervention as a regular subject in Ecuadorian higher education

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