The effect of a mindfulness based stress reduction intervention on the perceived stress and burnout of RN students completing a doctor of nursing practice degree

Abstract

Background and objective: There is a vast amount of literature documenting the epidemic of stress and burnout within the nursing profession. It is well established that chronic stress contributes to burnout among nursing staff and students. Research suggests that organizational change, curriculum adjustment, and mindfulness interventions can contribute to decreased stress and better outcomes for nurses. The objective of this study was to investigate the effect of a Mindfulness Based Stress Reduction (MBSR) intervention on the perceived stress and burnout of students in a cohort of Registered Nurses (RNs) completing a Doctor of Nursing Practice (DNP) Degree.Methods: This study utilized pre and post data collection to explore the effect of a MBSR intervention on self-reported perceived stress and burnout using the Perceived Stress Scale (PSS) and Copenhagen Burnout Inventory (CBI). Study participants (n = 24) received a general orientation to the study followed by a brief intervention using the body scan meditation, a component of the MBSR-model. Students registered with the Remind mobile app to supplement the live instruction and to encourage the students to engage in daily mindfulness practice.Results: The repeated measures ANOVAs for all three CBI factors showed that personal, work, and client burnout means were statistically lower at four weeks post-intervention than they were at baseline. Perceived stress measures four weeks post-intervention were also statistically lower than baseline. There were no demographic interactions, and only one main effect for gender, in that males reported lower perceived stress. Conclusions: The MBSR intervention was successful in reducing the self-reported perceived stress and burnout of RN students completing their DNP Degree.

The association between alexithymia, emotional intelligence and burnout among nursing assistants working in nursing home settings: A cross‐sectional study

“…It is worth noting that there is evidence for the efficacy of group therapy in reducing alexithymia and training programmes designed to increase awareness of bodily sensations and related emotions appear to be effective (Lumley et al, 2007). For example, some recent studies support the effectiveness of mindfulness programmes in reducing both alexithymia and burnout (Luken & Sammons, 2016;Norman, Marzano, Coulson, & Oskis, 2019;Turkal, Richardson, Cline, & Guimond, 2018).…”

Comparison of the Effectiveness of Emotion Regulation Training and Mindfulness Skills Training on Reducing Traditional and Cyber Bullying Among High School Students in Tehran

“…Therefore, it is necessary to use interventions based on novel and tested methods to enhance the behavioral, emotional, and cognitive characteristics of students to achieve educational and training goals. Research shows that mindfulness training effectively reduces anxiety and depression (Ellahi et al, 2018;Hoffman & Gomez, 2017;Gonzalo et al, 2016;Johnson et al, 2015;Dehestani, 2015;Gholipour Kohistani, 2017), cognitive, academic performance, social-emotional behavior, and performance (Zamani et al, 2018), perceived stress, fatigue, and burnout in students (Turkal et al, 2018), shyness (Mehrinezhad, 2017), and emotional problems (Van Son et al, 2014;Korner & White, 2014). This study aims to determine whether emotion regulation training and mindfulness skills training significantly reduce traditional and cyberbullying among students and which method is more effective.…”

The Effectiveness of Mindfulness-Based Stress Reduction Training at the Peak of COVID-19 Epidemic on Stress in Abused and Unaccompanied Adolescents in the Correctional Center

“…In mindfulness, a person becomes aware of his mental method at every moment, and after being aware of the two ways of the mind, one doing and the other being, he learns to move the mind from one method to another, which requires the training of the specific behavioral, cognitive, and metacognitive strategies to centralize the attention process (15). Research has shown that mindfulness-based stress reduction training is effective on anxiety and depression (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28), perceived stress and fatigue and burnout of students (29), and emotional problems (30)(31)(32)(33).…”