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Liu YL, Lee CH, Wu LM. A mindfulness-based intervention improves perceived stress and mindfulness in university nursing students: a quasi-experimental study. Sci Rep 2024; 14:13220. [PMID: 38851820 PMCID: PMC11162462 DOI: 10.1038/s41598-024-64183-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 06/05/2024] [Indexed: 06/10/2024] Open
Abstract
University nursing students have been shown to experience psychological stress. A mindfulness-based intervention (MBI) may be a helpful tool for stress management. The aim of this study was to examine the effects of a MBI on improving mindfulness and reducing perceived stress in nursing students. A quasi-experimental study was conducted between July 2021 and February 2022. The intervention group participated in an 8-week mindfulness awareness course, which included 50 min of training and practice in mindfulness meditation techniques each week. Over the same 8 weeks, the control group watched a 50-min film each week. The mindful attention awareness scale (MAAS) and perceived stress scale (PSS) were administered before the intervention, intervention completion, and 2 and 6 months after the intervention. Data were analyzed using t test and generalized estimating equation. Overall, that the MBI showed a substantial effect on felt stress in comparison to the control group. When compared to the control group, the MBI showed a substantial impact on trait mindfulness. The MBI was beneficial for nursing students and could be considered a viable approach in nursing education to enhance mental wellbeing. It could be an effective method of relieving stress in a high-stress population.
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Affiliation(s)
- Yi-Ling Liu
- School of Nursing, Kaohsiung Medical University, No. 100, Shin-Chuan 1st Road, Sanmin Dist, Kaohsiung, 807378, Taiwan (R.O.C.)
- Department of Nursing, Meiho University, Pingtung, Taiwan (R.O.C.)
| | - Chao-Hsien Lee
- Department of Nursing, Meiho University, Pingtung, Taiwan (R.O.C.)
- Department of Social Work, Meiho University, Pingtung, Taiwan
| | - Li-Min Wu
- School of Nursing, Kaohsiung Medical University, No. 100, Shin-Chuan 1st Road, Sanmin Dist, Kaohsiung, 807378, Taiwan (R.O.C.).
- Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan.
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Donovan E, Scott H, Erdem B. Boabom: A Feasible and Acceptable Approach to Helping College Students Manage Stress. JOURNAL OF INTEGRATIVE AND COMPLEMENTARY MEDICINE 2024; 30:352-359. [PMID: 37751282 DOI: 10.1089/jicm.2022.0819] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/27/2023]
Abstract
Objective: College students in the United States report high rates of psychological health concerns. Psychological and physical complementary health approaches have been found to be protective for college students. The aims of this study were to assess the feasibility and acceptability of Boabom, a martial art, with college students and to explore any changes in psychosocial outcomes. Participants: Twenty-six college students (25 females; mean age 21.73 years) participated in an 8-week Boabom intervention. Methods: Feasibility measures were attendance and retention of participants; acceptability was based on participants' cognitive and emotional responses to Boabom and was determined through analysis of focus group data. Psychosocial outcomes were assessed through analyses of pre- and postintervention measures of mindfulness, perceived stress, anxiety, depression, resilience, perceived health, and life satisfaction. Results: The Boabom intervention was feasible as 23 of 26 participants attended at least six of eight classes, and 22 participants attended the last class. Students found the intervention acceptable, with three themes emerging from the focus group data to describe the participants' experience with Boabom: (1) disengaging from constant, daily stress and breathing and moving as a group leads to sense of calm, (2) empowerment through incremental mastery of skills, and (3) recognition of the value of health benefits to be gained. Participants reported positive changes in mindfulness, perceived stress, anxiety, depression, resilience, perceived health, and life satisfaction from pre- to postintervention. Conclusions: Boabom may be a feasible and acceptable offering for college students; still, further piloting with other college student populations is recommended.
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Affiliation(s)
- Elizabeth Donovan
- Department of Psychology, Simmons University, Boston, Massachusetts, USA
| | - Hannah Scott
- Department of Psychology, Simmons University, Boston, Massachusetts, USA
| | - Beyza Erdem
- Department of Psychology, Simmons University, Boston, Massachusetts, USA
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Juozelskyte G, Catling J. Assessing the mindfulness predictors of mental health: does mindfulness practise or dispositional mindfulness better protect young peoples' mental health? Health Psychol Behav Med 2024; 12:2305723. [PMID: 38274652 PMCID: PMC10810619 DOI: 10.1080/21642850.2024.2305723] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Accepted: 01/07/2024] [Indexed: 01/27/2024] Open
Abstract
Background University is an important time in a young person's life. Although it is a time of exploration, self-discovery and socialising, it is also a time of increased vulnerability to mental health problems such as anxiety and depression. Studies have shown that engagement in mindfulness activities can have a positive effect on mental health. However, research is limited in its scope in particular in relation to stressful (transitional) periods of life. Methods The current study aims to address this issue by providing evidence on the predictive impact of both mindfulness practice and 'dispositional' (or trait) mindfulness on students' mental health. In total, we gathered data from 190 first-year students. Results A multiple regression was utilised for data analysis. This showed that 'dispositional' mindfulness, but not mindful activity had a significant impact on mental health scores. Conclusion This provides data for future research into the effectiveness of mindfulness interventions for student adaptation to university and potential interventions.
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Affiliation(s)
| | - Jon Catling
- The School of Psychology, University of Birmingham, Birmingham, UK
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Wagner AP, Galante J, Dufour G, Barton G, Stochl J, Vainre M, Jones PB. Cost-effectiveness of providing university students with a mindfulness-based intervention to reduce psychological distress: economic evaluation of a pragmatic randomised controlled trial. BMJ Open 2023; 13:e071724. [PMID: 37996223 PMCID: PMC10668272 DOI: 10.1136/bmjopen-2023-071724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 10/18/2023] [Indexed: 11/25/2023] Open
Abstract
OBJECTIVE Increasing numbers of young people attending university has raised concerns about the capacity of student mental health services to support them. We conducted a randomised controlled trial (RCT) to explore whether provision of an 8 week mindfulness course adapted for university students (Mindfulness Skills for Students-MSS), compared with university mental health support as usual (SAU), reduced psychological distress during the examination period. Here, we conduct an economic evaluation of MSS+SAU compared with SAU. DESIGN AND SETTING Economic evaluation conducted alongside a pragmatic, parallel, single-blinded RCT comparing provision of MSS+SAU to SAU. PARTICIPANTS 616 university students randomised. PRIMARY AND SECONDARY OUTCOME MEASURES The primary economic evaluation assessed the cost per quality-adjusted life year (QALY) gained from the perspective of the university counselling service. Costs relate to staff time required to deliver counselling service offerings. QALYs were derived from the Clinical Outcomes in Routine Evaluation Dimension 6 Dimension (CORE-6D) preference based tool, which uses responses to six items of the Clinical Outcomes in Routine Evaluation Outcome Measure (CORE-OM; primary clinical outcome measure). Primary follow-up duration was 5 and 7 months for the two recruitment cohorts. RESULTS It was estimated to cost £1584 (2022 prices) to deliver an MSS course to 30 students, £52.82 per student. Both costs (adjusted mean difference: £48, 95% CI £40-£56) and QALYs (adjusted mean difference: 0.014, 95% CI 0.008 to 0.021) were significantly higher in the MSS arm compared with SAU. The incremental cost-effectiveness ratio (ICER) was £3355, with a very high (99.99%) probability of being cost-effective at a willingness-to-pay threshold of £20 000 per QALY. CONCLUSIONS MSS leads to significantly improved outcomes at a moderate additional cost. The ICER of £3355 per QALY suggests that MSS is cost-effective when compared with the UK's National Institute for Health and Care Excellence thresholds of £20 000 per QALY. TRIAL REGISTRATION NUMBER Australian and New Zealand Clinical Trials Registry, ACTRN12615001160527.
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Affiliation(s)
- Adam P Wagner
- NIHR Applied Research Collaboration (ARC) East of England (EoE), Cambridge, UK
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Julieta Galante
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- Contemplative Studies Centre, Melbourne School of Psychological Sciences, Faculty of Medicine, Dentistry, and Health Sciences, University of Melbourne, Melbourne, UK
| | - Géraldine Dufour
- Therapeutic Consultations Ltd, Cambridge, UK
- European Association for International Education, Amsterdam, The Netherlands
| | - Garry Barton
- Norwich Medical School, University of East Anglia, Norwich, UK
| | - Jan Stochl
- Department of Psychiatry, University of Cambridge, Cambridge, UK
- Department of Kinanthropology, Charles University, Praha, Czech Republic
| | - Maris Vainre
- MRC Cognition and Brain Sciences Unit, Cambridge University, Cambridge, Cambridgeshire, UK
| | - Peter B Jones
- NIHR Applied Research Collaboration (ARC) East of England (EoE), Cambridge, UK
- Department of Psychiatry, University of Cambridge, Cambridge, UK
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Richner KA, Sande-Martin B, Soetjoadi I, McChargue DE. Trait mindfulness weakens the relationship between Snapchat use and alcohol-related outcomes. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:2200-2207. [PMID: 34469256 DOI: 10.1080/07448481.2021.1965147] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 06/03/2021] [Accepted: 07/22/2021] [Indexed: 06/13/2023]
Abstract
Objective:Previous studies identified Snapchat as the most likely social media platform for depictions of excessive drinking and consequences. We sought to further examine this relationship and the possible protective impact of trait mindfulness.Method:A sample of 838 college students completed a survey assessing self-reported alcohol use, alcohol-related consequences, trait mindfulness, and individual and peer alcohol-related Snapchat posts.Results:Viewing more peer's Snapchats was associated with increased alcohol-related consequences, except at high levels of trait mindfulness. When controlling for the individual's Snapchat posts, the significant relationship between peer's Snapchats and consequences remained at low levels of trait mindfulness but not for moderate levels. The protective effect of high levels of trait mindfulness endured.Conclusion:Increasing trait mindfulness may help buffer the negative influence of viewing peer's alcohol-related Snapchats on alcohol-related consequences. Further examining how trait mindfulness interacts with peer norms offers important avenues for future research.
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Affiliation(s)
- Kailey A Richner
- Department of Psychology, University of Nebraska, Lincoln, NE, USA
| | | | - Irenea Soetjoadi
- Department of Psychology, University of Nebraska, Lincoln, NE, USA
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Johnson BT, Acabchuk RL, George EA, Nardi W, Sun S, Salmoirago-Blotcher E, Scharf J, Loucks EB. Mental and Physical Health Impacts of Mindfulness Training for College Undergraduates: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Mindfulness (N Y) 2023; 14:2077-2096. [PMID: 38250521 PMCID: PMC10798265 DOI: 10.1007/s12671-023-02212-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/27/2023] [Indexed: 01/23/2024]
Abstract
Background Universities increasingly offer mindfulness-based programs (MBPs) to improve student health and reduce their impact on overburdened psychological services. It is critical for evidence-based policy to determine for what health outcomes mindfulness programs are effective and under what conditions. Objectives were to: (a) perform a comprehensive analysis of the effects of mindfulness interventions on physical, mental, and behavioral health outcomes in college undergraduate students, and (b) examine moderators of intervention effects to identify factors that may help improve existing university mindfulness programs and guide the design of new programs. Method Systematic searches of five databases identified MBP randomized controlled trials for undergraduate students, measuring any health outcome. Analyses using robust variance estimation focused on standardized mean differences for outcomes between groups and modeled through coded study features. Results The 58 studies in the review primarily focused on mental health with fewer assessments of physical health or health behaviors. Overall, mindfulness interventions significantly outperformed both active and inactive controls (ps<.05), with the most marked effects on anxiety symptoms, depressive symptoms, and mindfulness; greater success appeared for clinical populations. Online programs performed equivalent to in-person, and non-MBP programs were equivalent to MBP programs after controlling for other factors. Publication bias and other quality issues also emerged. Conclusions Mindfulness programs improve well-being in college students, with the strongest evidence for reducing anxiety and depressive symptoms. More studies utilizing stronger methods are needed to evaluate mindfulness programs' effects on additional health outcomes and online interventions in clinical populations.
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Affiliation(s)
| | - Rebecca L. Acabchuk
- Department of Psychological Sciences, University of Connecticut
- RoundGlass, Bellevue, Washington
| | - Elisabeth A. George
- Department of Medicine, The Warren Alpert Medical School at Brown University
| | - William Nardi
- Department of Behavioral and Social Sciences, Brown University School of Public Health
- Mindfulness Center at Brown University
| | - Shufang Sun
- Department of Behavioral and Social Sciences, Brown University School of Public Health
- Mindfulness Center at Brown University
| | - Elena Salmoirago-Blotcher
- Department of Medicine, The Warren Alpert Medical School at Brown University
- Department of Epidemiology, Brown University School of Public Health
| | - Jodi Scharf
- Department of Epidemiology, Brown University School of Public Health
| | - Eric B. Loucks
- Mindfulness Center at Brown University
- Department of Epidemiology, Brown University School of Public Health
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Kingery JN, Bodenlos JS, Schneider TI, Peltz JS, Sindoni MW. Dispositional mindfulness predicting psychological adjustment among college students: the role of rumination and gender. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:1584-1595. [PMID: 34437827 DOI: 10.1080/07448481.2021.1943411] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/05/2020] [Revised: 04/29/2021] [Accepted: 06/09/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE This study examined rumination as a mediator of the relationship between dispositional mindfulness (DM) and depression, loneliness, and anxiety, while considering gender as a moderator of these mediation models. PARTICIPANTS Three hundred and nineteen undergraduate students (49.5% female; M = 18.90 years) participated with data collected from January 2018 to April 2019. METHODS Self-report measures of DM, rumination, symptoms of anxiety and depression, loneliness, and social support were completed. RESULTS Males scored significantly higher than females on DM, while females scored significantly higher than males on rumination and psychological distress. Rumination mediated the relationship between DM and all adjustment variables. The mediation model predicting depression was moderated by gender, showing stronger effects for females than males. CONCLUSION Results support rumination as a mechanism underlying the association between DM and psychological adjustment and suggest that targeting both DM and rumination could maximize the effectiveness of mindfulness-based interventions for college students' well-being.
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Affiliation(s)
- Julie Newman Kingery
- Department of Psychological Science, Hobart and William Smith Colleges, Geneva, New York, USA
| | - Jamie S Bodenlos
- Department of Psychological Science, Hobart and William Smith Colleges, Geneva, New York, USA
| | - Travis I Schneider
- Department of Psychological Science, Hobart and William Smith Colleges, Geneva, New York, USA
| | - Jack S Peltz
- Department of Psychological Sciences, Daemen College, Amherst, New York, USA
| | - Mara W Sindoni
- Department of Psychological Science, Hobart and William Smith Colleges, Geneva, New York, USA
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Burger JW, Bantjes J, Derman W, Whitesman S, Gomez-Ezeiza J. Associations between psychological distress and facets of mindfulness: Implications for campus-based university wellness services. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:1074-1083. [PMID: 34242527 DOI: 10.1080/07448481.2021.1920601] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 03/18/2021] [Accepted: 04/18/2021] [Indexed: 05/31/2023]
Abstract
OBJECTIVES To investigate associations between components of psychological distress and five facets of mindfulness (i.e. observing; describing; acting with awareness; non-reactivity; non-judging). PARTICIPANTS Students from a university in South Africa (n = 174). METHODS This cross-sectional study assessed psychological distress and mindfulness using the K10 and Five Facet Mindfulness Questionnaire. Multivariate regression analysis identified associations between psychological distress and facets of mindfulness, controlling for demographics. RESULTS Prevalence of psychological distress was 56.9% (95% CI 49.2%-64.4%). Acting with awareness, non-reactivity, and non-judging predicted significantly lower psychological distress, whereas observing and describing did not. Acting with awareness was the only facet of mindfulness that consistently predicted lower levels of negative affect, fatigue, nervousness, and agitation. CONCLUSIONS Acting with awareness appears to be a key component of psychological wellbeing. To advance theory and practice, future research should consider why and how various facets of mindfulness predict lower psychological distress and its components among university students.
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Affiliation(s)
- James W Burger
- Department of Psychiatry and Mental Health, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa
- Institute of Sport and Exercise Medicine, Division of Orthopedic Surgery, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
| | - Jason Bantjes
- Institute for Life Course Health Research, Department of Global Health, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
| | - Wayne Derman
- Institute of Sport and Exercise Medicine, Division of Orthopedic Surgery, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
- IOC Research Center, Cape Town, South Africa
| | - Simon Whitesman
- Department of Family Medicine, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
- Institute for Mindfulness South Africa, Cape Town, South Africa
| | - Josu Gomez-Ezeiza
- Institute of Sport and Exercise Medicine, Division of Orthopedic Surgery, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa
- IOC Research Center, Cape Town, South Africa
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Bitar Z, Rogoza R, Hallit S, Obeid S. Mindfulness among lebanese university students and its indirect effect between mental health and wellbeing. BMC Psychol 2023; 11:114. [PMID: 37055857 PMCID: PMC10100626 DOI: 10.1186/s40359-023-01155-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Accepted: 04/01/2023] [Indexed: 04/15/2023] Open
Abstract
BACKGROUND University students are a high-risk population for developing mental health issues. Mindfulness, the non-judgmental awareness of the present moment, has an effective role in numerous psychological contexts among students. However, no previous studies have investigated the association between mindfulness, mental health and wellbeing among Lebanese university students. Therefore, this study aimed to assess the mediating effect of mindfulness in the association between mental health and wellbeing in this population. METHODS This cross-sectional study enrolled 363 Lebanese university students recruited through convenience sampling (July-September 2021). The Wellbeing Index Scale, Lebanese Anxiety Scale, Patient Health Questionnaire and Freiburg Mindfulness Inventory were used to assess subjective well-being, anxiety, depression and mindfulness respectively. RESULTS Our findings showed that higher mindfulness (Beta = 0.18; p < 0.001) was significantly correlated with a higher wellbeing, whereas more depression (Beta=-0.36; p < 0.001) was significantly associated with a lower wellbeing. The results of the indirect effect analysis showed that mindfulness mediated the association between anxiety and wellbeing and between depression and wellbeing. Higher anxiety/depression were significantly associated with lower mindfulness and a lower wellbeing (direct effect). Moreover, higher mindfulness was significantly associated with a higher wellbeing. CONCLUSION Mindfulness is associated with improved wellbeing and plays an indirect role between mental health issues and wellbeing. Our results suggest that mindfulness presents an adaptive approach and coping method associated with improved students' wellbeing.
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Affiliation(s)
- Zeinab Bitar
- Faculty of Medicine, Paris-Saclay university, Le Kremlin-Bicêtre, France
| | - Radosław Rogoza
- Cardinal Stefan Wyszyński University, Warsaw, Poland
- Social Innovation Chair, University of Lleida, Lleida, Spain
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, P.O. Box 446, Jounieh, Lebanon.
- Applied Science Research Center, Applied Science Private University, Amman, Jordan.
- Research Department, Psychiatric Hospital of the Cross, Jal Eddib, Lebanon.
| | - Sahar Obeid
- Social and Education Sciences Department, School of Arts and Sciences, Lebanese American University, Jbeil, Lebanon.
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Nardi WR, Elshabassi N, Spas J, Zima A, Saadeh F, Loucks EB. Students experiences of an 8-week mindfulness-based intervention at a college of opportunity: a qualitative investigation of the mindfulness-based college program. BMC Public Health 2022; 22:2331. [PMID: 36514082 PMCID: PMC9745283 DOI: 10.1186/s12889-022-14775-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2022] [Accepted: 11/30/2022] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Mindfulness-based programs have the potential to improve the well-being of undergraduate students by reducing anxiety, depression, and isolation in the wake of the COVID-19 pandemic. The aim of this qualitative study was to explore lived experiences of undergraduates in a mindfulness-based program at a "college of opportunity" that has high proportions of first-generation college students. Specifically, we sought to: (1) explore the application of mindfulness practices in students' daily lives; (2) explore how participants believe mindfulness training affected their health and well-being; (3) learn participants' recommendations and suggested changes for mindfulness-based interventions in future iterations. METHODS Students were recruited from XXX and consented to participate in semi-structured digitally conducting interviews after the completion of the 8-week intervention in the Fall/Spring 2020 academic year. Data were analyzed using Applied Thematic Analysis and a codebook was constructed using a consensus-driven process using both a priori and emergent coding. All transcripts were double-coded, and concordance was achieved for all interviews. RESULTS Qualitative results indicated that the most applied practices were those that could be easily incorporated into a daily routine. Furthermore, students reported an increased ability to cope with a variety of stressors, decreased reactivity, and enhanced resilience specifically concerning mental health challenges. Additionally, engaging in mindfulness training improved students' ability to navigate social distancing measures, other COVID-19-specific stress, and enhanced motivation for self-care practices to sustain well-being. Concerning preferred intervention delivery modality, participants stated that due to multiple, growing responsibilities (e.g., pressures of commuting to class) they preferred in-person delivery, shorter sessions over a longer period, with classes in the morning or early afternoon. CONCLUSIONS Findings provide pragmatic and psychosocial insights into students' application of mindfulness training across personal, professional, and academic domains enhancing their well-being. This work builds on qualitative work concerning students' perceptions and applications of mindfulness while offering insights into the future of mindfulness programs among undergraduates. TRIAL REGISTRATION Clinicaltrials.gov NCT03124446.
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Affiliation(s)
- William R. Nardi
- grid.40263.330000 0004 1936 9094Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI USA
| | - Nour Elshabassi
- grid.40263.330000 0004 1936 9094Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI USA
| | - Jayson Spas
- grid.40263.330000 0004 1936 9094Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI USA ,grid.262539.90000 0004 1936 9086Department of Psychology, Rhode Island College, Providence, RI USA
| | - Alex Zima
- grid.40263.330000 0004 1936 9094Department of Epidemiology, Brown University School of Public Health, Providence, RI USA
| | - Frances Saadeh
- grid.40263.330000 0004 1936 9094Department of Epidemiology, Brown University School of Public Health, Providence, RI USA
| | - Eric B. Loucks
- grid.40263.330000 0004 1936 9094Department of Behavioral and Social Sciences, Brown University School of Public Health, Providence, RI USA ,grid.40263.330000 0004 1936 9094Department of Epidemiology, Brown University School of Public Health, Providence, RI USA
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Utilization of Presence Awareness in Trauma Therapy. TRAUMA CARE 2022. [DOI: 10.3390/traumacare2040049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022] Open
Abstract
Trauma can result in many long-term symptoms including emotional dysregulation, depression, addiction, and PTSD. When triggered by trauma, patients typically experience the world through a myopic lens. Helping clients observe and sense their trauma sequelae in the broader sensory awareness of Presence appears to help clients more easily process and resolve traumatic experience. The Presence Psychotherapy Trauma Protocol (PPTP) provides specific open-ended questions in session to help clients orient to Presence Awareness which can then be utilized to resolve trauma. Options to help clients sense their traumatic experience in the expansive awareness of Grounded Presence, Spacious Presence, Relational Presence, or Transcendent Presence create multiple regulating, processing, and attachment healing opportunities. PPTP’s concept of Reflective View is introduced which provides the clinician with prompts to help the client identify who they are as Presence Awareness early in session. This paper demonstrates, through a case example, how Presence Awareness and specifically Reflective View help clients access, tolerate, and process trauma in a broader sense of Presence Awareness.
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Golz C, Oulevey Bachmann A, Defilippis TS, Kobleder A, Peter KA, Schaffert R, Schwarzenbach X, Kampel T, Hahn S. Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach. BMC MEDICAL EDUCATION 2022; 22:756. [PMID: 36333793 PMCID: PMC9636659 DOI: 10.1186/s12909-022-03819-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 09/26/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Healthcare is facing a shortage of qualified healthcare professionals. The pandemic has brought to light the fragile balance that affects all healthcare systems. Governments have realized that these systems and the professionals working in them need support at different levels to strengthen the retention of the workforce. Health professionals' education can play an important role in ensuring that new generations of workers have sound personal and professional competencies to successfully face the challenges of professional practice. These challenges are described in the literature, but the extent to which they are considered in health professionals' education is less clear. METHODS This qualitative study compares the professional challenges and educational needs described in the literature with the current curricula for health professionals offered in Switzerland. Data were collected nationally through focus group interviews with 65% of Switzerland's directors of bachelor's and master's programs of health professions (nursing, physiotherapy, occupational therapy, midwifery, nutrition and dietetics, osteopathy, radiologic medical imaging technology, health promotion and prevention, and health sciences). The data attained were analyzed using knowledge mapping. RESULTS The results reveal a gap among education programs with regard to occupational health promotion and cultural diversity. Both topics are taught with a sole focus on patients, and students are expected to adopt similar strategies for their health promotion and stress management. Physicians are insufficiently involved in interprofessional education. The programs fail to enhance health professionals' political, economic and digital competencies. CONCLUSION The results of this study offer clear guidance about what topics need to be integrated into curricula to improve health professionals' well-being at work and their preparedness to face daily professional challenges.
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Affiliation(s)
- Christoph Golz
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland.
| | - Annie Oulevey Bachmann
- La Source School of Nursing, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Tiziana Sala Defilippis
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Locarno, Switzerland
| | - Andrea Kobleder
- Department of Health, Eastern Switzerland University of Applied Sciences, St. Gallen, Switzerland
| | - Karin Anne Peter
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
| | - René Schaffert
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Xenia Schwarzenbach
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
| | - Thomas Kampel
- La Source School of Nursing, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Sabine Hahn
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
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Karing C. The efficacy of online mindfulness-based interventions in a university student sample: Videoconference- or podcast-delivered intervention. Appl Psychol Health Well Being 2022; 15:740-756. [PMID: 36214182 DOI: 10.1111/aphw.12408] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 09/27/2022] [Indexed: 11/29/2022]
Abstract
The increasing mental health issues among university students during the COVID-19 pandemic and the challenges of delivering face-to-face interventions during lockdowns have increased the demand for online interventions. The report presents results from a randomized controlled trial investigating the benefits of online mindfulness interventions delivered by videoconference or podcast during the early phase of the pandemic in Germany. Fifty university students were randomized to a mindfulness intervention conducted by videoconference (n = 25) or to an unguided training provided by podcasts (n = 25). All students participated in a 7-week mindfulness intervention. Outcome measures included mindfulness, depression, anxiety, and life satisfaction preintervention and postintervention. The study showed a larger reduction in depression in the videoconferencing group than in the podcast group across per protocol (PP) and intention-to-treat (ITT) analyses. There was a significant increase in mindfulness (PP and ITT samples) and life satisfaction (ITT sample) in both groups. The frequency of home practice was related to positive changes in outcomes but only for the videoconferencing group. The results suggest that mindfulness training delivered via videoconferencing can be a viable option to address depressive symptoms among students. However, both interventions were effective in increasing mindfulness and life satisfaction.
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Affiliation(s)
- Constance Karing
- Institute of Psychology, Department of Research Synthesis, Intervention and Evaluation, Friedrich-Schiller-University Jena, Jena, Germany
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14
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Effects of the Interculturality and Mindfulness Program (PIM) on University Students: A Quasi-Experimental Study. Eur J Investig Health Psychol Educ 2022; 12:1500-1515. [PMID: 36286089 PMCID: PMC9601300 DOI: 10.3390/ejihpe12100104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Revised: 08/15/2022] [Accepted: 08/30/2022] [Indexed: 11/11/2022] Open
Abstract
Rates of mental health issues have been increasing among university students. This study investigates the effects of the Interculturality and Mindfulness Program (PIM) on academic students on mindfulness, emotional regulation, depression, anxiety, stress, life satisfaction, optimism, positive solitude, and loneliness. A quasi-experimental research was conducted, with pre- and post-test comparative measurements in three groups: in-person (IG), synchronous online (OG), and passive control (CG). A diverse group of students (n = 150; mean age = 25.4 ± 8.31) participated from two universities in Portugal. When compared to the CG, both active groups (IG and OG) demonstrated a beneficial interaction effect in acceptance, positive solitude, optimism, and mindfulness. The IG demonstrated a positive interaction effect in awareness and satisfaction with life, whereas the OG indicated a favorable interaction effect in impulse. When analyzing the intra-group effects, both active groups presented a significant improvement in stress, emotion regulation, mindfulness, positive solitude, and optimism. The OG demonstrated an improvement in awareness and loneliness. The main limitations of this research are that students were not randomly assigned, and groups were heterogeneous in nationality, education level, and sex. Nonetheless, PIM has indicated beneficial results in both IG and OG, and is a promising intervention for the prevention of mental health issues (e.g., stress, difficulties in emotional regulation, and loneliness), as well as for the promotion of well-being (e.g., positive solitude, mindfulness, life satisfaction, and optimism).
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15
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Montero-Marin J, Allwood M, Ball S, Crane C, De Wilde K, Hinze V, Jones B, Lord L, Nuthall E, Raja A, Taylor L, Tudor K, Blakemore SJ, Byford S, Dalgleish T, Ford T, Greenberg MT, Ukoumunne OC, Williams JMG, Kuyken W. School-based mindfulness training in early adolescence: what works, for whom and how in the MYRIAD trial? EVIDENCE-BASED MENTAL HEALTH 2022; 25:ebmental-2022-300439. [PMID: 35820993 PMCID: PMC9340034 DOI: 10.1136/ebmental-2022-300439] [Citation(s) in RCA: 34] [Impact Index Per Article: 17.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/16/2022] [Indexed: 01/04/2023]
Abstract
BACKGROUND Preventing mental health problems in early adolescence is a priority. School-based mindfulness training (SBMT) is an approach with mixed evidence. OBJECTIVES To explore for whom SBMT does/does not work and what influences outcomes. METHODS The My Resilience in Adolescence was a parallel-group, cluster randomised controlled trial (K=84 secondary schools; n=8376 students, age: 11-13) recruiting schools that provided standard social-emotional learning. Schools were randomised 1:1 to continue this provision (control/teaching as usual (TAU)), and/or to offer SBMT ('.b' (intervention)). Risk of depression, social-emotional-behavioural functioning and well-being were measured at baseline, preintervention, post intervention and 1 year follow-up. Hypothesised moderators, implementation factors and mediators were analysed using mixed effects linear regressions, instrumental variable methods and path analysis. FINDINGS SBMT versus TAU resulted in worse scores on risk of depression and well-being in students at risk of mental health problems both at post intervention and 1-year follow-up, but differences were small and not clinically relevant. Higher dose and reach were associated with worse social-emotional-behavioural functioning at postintervention. No implementation factors were associated with outcomes at 1-year follow-up. Pregains-postgains in mindfulness skills and executive function predicted better outcomes at 1-year follow-up, but the SBMT was unsuccessful to teach these skills with clinical relevance.SBMT as delivered in this trial is not indicated as a universal intervention. Moreover, it may be contraindicated for students with existing/emerging mental health symptoms. CLINICAL IMPLICATIONS Universal SBMT is not recommended in this format in early adolescence. Future research should explore social-emotional learning programmes adapted to the unique needs of young people.
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Affiliation(s)
- Jesus Montero-Marin
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
- Teaching, Reseach and Innovation Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Spain
| | - Matthew Allwood
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Susan Ball
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Catherine Crane
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Katherine De Wilde
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Verena Hinze
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Benjamin Jones
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - Liz Lord
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Elizabeth Nuthall
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Anam Raja
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Laura Taylor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Kate Tudor
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Sarah-Jayne Blakemore
- Department of Psychology, University of Cambridge, Cambridge, UK
- UCL Institute of Cognitive Neuroscience, London, UK
| | - Sarah Byford
- King's College London, King's Health Economics, Institute of Psychiatry, Psychology and Neuroscience, De Crespigny Park, London, UK
| | - Tim Dalgleish
- Medical Research Council Cognition and Brain Sciences Unit, University of Cambridge, Cambridge, UK
| | - Tamsin Ford
- Department of Psychiatry, University of Cambridge, Cambridge, UK
| | - Mark T Greenberg
- Department of Human Development and Family Studies, Pennsylvania State University, University Park, Philadelphia, Pennsylvania, USA
| | - Obioha C Ukoumunne
- NIHR Applied Research Collaboration (PenARC) South West Peninsula, University of Exeter, Exeter, UK
| | - J Mark G Williams
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
| | - Willem Kuyken
- Department of Psychiatry, Warneford Hospital, University of Oxford, Oxford, UK
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16
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McBride EE, Chin GR, Clauser KS, Greeson JM. Perceived Stress Mediates the Relationship Between Trait Mindfulness and Physical Symptoms of Stress: a Replication Study Using Structural Equation Modeling. Mindfulness (N Y) 2022; 13:1923-1930. [PMID: 35813095 PMCID: PMC9257563 DOI: 10.1007/s12671-022-01928-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/11/2022] [Indexed: 11/24/2022]
Abstract
Objectives The mindfulness stress buffering account posits mindfulness may benefit physical health by reducing stress. Previous research supports this account and suggests the non-judging facet of mindfulness may be most strongly associated with physical symptoms of stress, via lower perceived stress. The current replication study used structural equation modeling to analyze relationships between multiple facets of mindfulness, perceived stress, and physical symptoms of stress. Methods Undergraduate students (n = 534, 68% White, 65% female) completed surveys measuring trait mindfulness (Five Facet Mindfulness Questionnaire—Short Form), perceived stress (Perceived Stress Scale), and physical symptoms of stress (Cohen-Hoberman Inventory of Physical Symptoms). Results As hypothesized, results showed the negative relationship between four facets of mindfulness (describing, non-judging, non-reactivity, and acting with awareness) and physical symptoms of stress was partially mediated by lower perceived stress. Observing, however, was associated with more physical symptoms of stress. Conclusions The current findings successfully replicated the results of two previous studies in an independent sample, using a more parsimonious analytic strategy that included all variables in a single path model. Results confirm the stress-buffering effect of trait mindfulness, particularly non-judging. Future research may test whether changes in trait mindfulness, particularly non-judging, explain individual differences in objective measures of stress and physical health.
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Affiliation(s)
- Emma E. McBride
- Department of Psychology, College of Science and Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028 USA
| | - Gabrielle R. Chin
- Department of Psychology, College of Science and Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028 USA
| | - Kora S. Clauser
- Department of Psychology, College of Science and Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028 USA
| | - Jeffrey M. Greeson
- Department of Psychology, College of Science and Mathematics, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08028 USA
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Wang Y, Tian T, Wang J. A mediating model of mindfulness, sense of purpose in life and mental health among Chinese graduate students. BMC Psychol 2022; 10:90. [PMID: 35387684 PMCID: PMC8985752 DOI: 10.1186/s40359-022-00799-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Accepted: 03/29/2022] [Indexed: 11/11/2022] Open
Abstract
The purpose of the present study is to examine the relationship between mindfulness and mental health of graduate students and the mediating effects of sense of purpose in life on mindfulness and mental health. The participants include 419 graduate students from 6 universities in China, and there are 190 males and 229 females. The Hayes Process is adopted to analyze the effects of the sense of purpose in life on mindfulness and mental health of graduate students. The results reveal that mindfulness can effect the mental health of graduate students positively and significantly. The sense of purpose in life is found to mediate the relationship between mindfulness and mental health. In further moderated mediation analyses, the effect of mindfulness on mental health can be adjusted by family economic condition. The type of degree can adjust the effect of mindfulness on sense of purpose, and academic Interest can adjust the mediating effect of sense of purpose. Finally, this study discusses several empirical and methodological implications of the findings.
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Affiliation(s)
- Yibin Wang
- School of Foreign Language, Jiangsu Second Normal University, Nanjing, 211200, China
| | - Tian Tian
- Educational Sciences College, Shaanxi University of Technology, No. 1 East First Ring Road, MO, Hanzhong City, 723000, Shaanxi Province, China.
| | - Junjie Wang
- School of Foreign Language, Jiangsu Second Normal University, Nanjing, 211200, China
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Smit B, Stavrulaki E. The Efficacy of a Mindfulness-Based Intervention for College Students Under Extremely Stressful Conditions. Mindfulness (N Y) 2021; 12:3086-3100. [PMID: 34642590 PMCID: PMC8498086 DOI: 10.1007/s12671-021-01772-9] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/29/2021] [Indexed: 11/30/2022]
Abstract
Objectives This study evaluates the effectiveness of a mindfulness-based intervention (MBI), called Koru mindfulness, among college students. Methods Undergraduate students (N = 34) participated in a 4-week mindfulness curriculum embedded within a college course, while a control group (N = 35) taking a different course did not. Notably, the intervention coincided with the start of a state-wide lockdown due to the COVID-19 pandemic. Results Despite the additional external stress, there was a significant main effect and a significant interaction between the intervention and time for state mindfulness, (the treatment group experienced increased state mindfulness). There was a significant main effect (higher for the control group) on coronavirus worry and a significant interaction between the intervention and time for perceived stress, with the treatment/control group experiencing decreased/increased stress over time. There was also a significant interaction between the intervention and time for sleep problems with the intervention group experiencing declines in sleep problems over time and also being more likely to experience optimal amounts of sleep over time. Conclusions The Koru intervention effectively increased state mindfulness, decreased stress, and improved sleep, suggesting that it is robust even under extremely stressful conditions. This study adds to the growing evidence that MBIs can play an important role in addressing rising concerns regarding the mental health of college students.
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Affiliation(s)
- Brandon Smit
- Management Department, Bentley University, 175 Forest Street, Waltham, MA 02452 USA
| | - Euthemia Stavrulaki
- Management Department, Bentley University, 175 Forest Street, Waltham, MA 02452 USA
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González-García M, Álvarez JC, Pérez EZ, Fernandez-Carriba S, López JG. Feasibility of a Brief Online Mindfulness and Compassion-Based Intervention to Promote Mental Health Among University Students During the COVID-19 Pandemic. Mindfulness (N Y) 2021; 12:1685-1695. [PMID: 34025814 PMCID: PMC8127469 DOI: 10.1007/s12671-021-01632-6] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/10/2021] [Indexed: 12/12/2022]
Abstract
Objectives The COVID-19 pandemic constitutes a global mental health challenge that has disrupted the lives of millions of people, with a considerable effect on university students. The aim of this study was to assess the feasibility of a brief online Mindfulness and Compassion-based Intervention to promote mental health among first year university students during COVID-19 home confinement. Methods Participants (n=66) were first-year psychology students from a university in Spain with no prior meditation experience. Intervention lasted for 16 days and was designed ad-hoc. Using a pre–post within-subjects design, feasibility was assessed in five domains (acceptability, satisfaction, implementation, practicality, and limited efficacy testing). Participants completed both baseline and post-intervention assessments of perceived stress, anxiety, and self-compassion. Results The intervention showed to be feasible in all domains evaluated. It was implemented as planned with constrained resources, and limited efficacy testing showed promising results. After the intervention, stress and anxiety levels decreased significantly (p<0.001, Hedges’s g=0.5146; p<0.001, Hedges’s g=0.6068, respectively) whereas self-compassion levels were augmented significantly (p<0.001, Hedges’s g=0.6968). Conclusions Our findings suggest that a brief online mindfulness and compassion intervention may be a feasible way of promoting mental health among university students during COVID-19 lockdown. Further studies are required to address the limitations of the present study. We conclude that online interventions may constitute a promising pathway to buffer the mental health burden derived from the COVID-19 pandemic.
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Affiliation(s)
- Marian González-García
- Faculty of Health Sciences, Universidad Europea del Atlántico (UEA), Calle Isabel Torres, 21, 39011 Santander, Cantabria Spain
| | - Jorge Crespo Álvarez
- Faculty of Health Sciences, Universidad Europea del Atlántico (UEA), Calle Isabel Torres, 21, 39011 Santander, Cantabria Spain
| | - Elena Zubeldia Pérez
- Faculty of Health Sciences, Universidad Europea del Atlántico (UEA), Calle Isabel Torres, 21, 39011 Santander, Cantabria Spain
| | | | - Javier González López
- Faculty of Health Sciences, Universidad Europea del Atlántico (UEA), Calle Isabel Torres, 21, 39011 Santander, Cantabria Spain
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