Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

Objectives

The COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student-teacher and student-student interaction, and consequently impairing students' sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students' participation in online and blended courses.

Method

Four-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days.

Results

Participants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students' adherence to the assigned practice could partially explain the effectiveness of the intervention.

Conclusions

This study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy.

Preregistration

This study is not preregistered.

Exploring Mindfulness and Mindful Eating and Visual Attention Towards Food Cues: Preliminary Findings

Continual exposure to energy dense foods is suggested to promote overeating and obesity. The aim of the present research was to explore whether or not mindfulness could reduce visual attention towards food cues. In two laboratory studies, participants with a normal weight range completed an eye-tracking paradigm, and their eye-movements were recorded. In study 1, participants were exposed to either mindfulness meditation or a control condition, and their eye-movements towards low energy density (LED) vs high energy density (HED) food cues were measured. In study 2, participants were assigned to a mindful eating condition using a Mindful Construal Diary (MCD) or a control condition, and their eye-movements towards LED or HED food vs. non-food cues were recorded. In study 1, participants in the mindfulness meditation condition had greater attention duration towards LED food cues, whilst those in the control condition exhibited greater attention duration towards HED food cues. In study 2, there were no significant differences in the maintenance of attentional biases towards food cues between the two conditions. Mindfulness meditation may be beneficial in increasing attention towards LED food cues. Future research should further explore the effect of mindfulness and mindful eating on visual attention towards food cues with people who suffer from excess weight or have obesity, and also within naturalistic settings.

Undergraduate nursing student academic resilience during medical surgical clinical practicum: A constructivist analysis of Taiwanese experience

BACKGROUND

Nursing students often experience a reality shock in the course of their practicums that can significantly impact their studies.

PURPOSE

This study aimed to explore the academic resilience of undergraduate nursing students during their Adulting Nursing practicums and identify protective factors to mitigate their impact.

METHODS

The constructivist grounded theory approach enabled us to explore nursing students' academic resilience in their practicums. Purposive and theoretical sampling was used to recruit 19 participants. Individual in-depth interviews were audio-recorded and transcribed verbatim. The constant comparative method directed theoretical sampling. The criteria of credibility, originality, resonance, and usefulness were considered to ensure the quality and trustworthiness of the study.

RESULTS

The main challenges were related to facilitators, the environment, and application of techniques. Students reported feelings of 'walking on thin ice' and doubts about their decision to pursue a nursing career. Academic resilience was identified as the ability to maintain optimism while facing challenges. Participants concluded that overcoming their ignorance through practical learning was an important outcome of the process of developing academic resilience.

CONCLUSION

The findings highlight the need for facilitators to re-examine their teaching strategies and provide supplementary support to help students to improve their academic resilience.

Mindfulness Training for Improving Attention Regulation in University Students: Is It Effective? and Do Yoga and Homework Matter?

The present study examined the effects of mindfulness training on attention regulation in university students and whether the potential benefits of implementation are influenced by the yoga component of mindfulness-based interventions (MBIs) and/or by MBI homework practice. In a non-randomized trial with pre- and post-assessments, n = 180 university students were allocated to either mindfulness training (experimental groups), awareness activities (active control group), or no training (passive control group). Mindfulness was taught through two MBIs, one including yoga and the other excluding yoga. Attention regulation was operationalized via behavioral indicators, namely sustained attention, cognitive flexibility, cognitive inhibition, and data-driven information processing. With the exception of speed in a cognitive flexibility task, the results indicated no systematic or differential advantage arising from mindfulness training, with or without yoga, regarding the aspects of attention regulation. There was no consistent influence of homework quantity or quality. The implications for mindfulness training in academic contexts are discussed.