The DOI matches its Crossref record; 21 of the 21 references it cites were found in a registry or an index.
Evaluating mindfulness training for medical and PhD nursing students
Abstract
Background: it is recognised that mindfulness training can positively impact holistic wellbeing and can improve mood, focus and resilience. Health service students often experience high levels of psychological morbidity. Engaging in mindfulness techniques may positively impact the psychological wellbeing of healthcare students. This is of vital importance to ensure optimum learning for healthcare practice with its associated challenges. Method: an evaluation was conducted with medical students (n=4) and PhD nursing students (n=6), who took part in a mindfulness-based workshop, followed by five weekly 30-minute sessions of mindfulness training, including a 15-minute meditation exercise. Data collection was carried out at baseline and post intervention, followed by a focus group discussion to elucidate qualitative experiences. Results: significant findings were identified with respect to cognitive mindfulness scores (P=0.02) and resilience (P=0.04). Discussion: data reflected three themes: the impact of mindfulness and maintaining practice, improvements in wellbeing, and improvements in academic endeavour. Conclusions: this evaluation found significant improvements in the ability to cope with stress and increased attention and resilience in all students. Although results are not generalisable in this small evaluation, students reported increased concentration levels and improved focus, both of which are likely to impact positively on any psychological symptoms, particularly those related to workload pressures.
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“For instance, a 5-day, 30-minute mindfulness meditation program, including 15 min of mindfulness practice (Noble et al., 2019), significantly improved students' ability to cope with stress, reduced anxiety symptoms, and enhanced academic focus.”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Noble et al., 2019
In the citing paper
“The attention level improvement post-training was also conducive to academic research concentration (Noble et al., 2019).”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Noble et al., 2019
Citations
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Cited by
Sorted by citations
Nguyen, T., Pu, C., Waits, A., Tran, T. D., Ngo, T. H., Huynh, Q. T. V., & Huang, S.-L. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04559-9 · Cited by 30
Veigh, C. M., Reid, J., Carswell, C., Ace, L., Walsh, I., Graham-Wisener, L., Rej, S., Potes, A., Atkinson, K., Edginton, T., et al. (2021) · BMC Nursing · doi:10.1186/s12912-021-00783-0 · Cited by 23
Self-citationExperience of an 8-Week Online Mindfulness Intervention for Nursing Students: Qualitative Findings
Spadaro, K. C., & Hunker, D. F. (2021) · Nurse Educator · doi:10.1097/nne.0000000000000881 · Cited by 14
A narrative review of anxiety regulation in PhD students based on Green model
Ma, Y., Yu, A., Ma, H., Zhao, Y., Liu, X., Zhai, H., & Gao, Y. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1351386 · Cited by 13
Metadata
- Authors
- Noble, H., Reid, J., Walsh, I. K., Ellison, S. E., & McVeigh, C.
- Affiliations
- Senior Lecturer, School of Nursing and Midwifery, Queen's University Belfast
- Professor, School of Nursing and Midwifery, Queen's University Belfast
- Clinical Academic/Senior Lecturer, School of Medicine, Dentistry and Biological Sciences, Queen's University Belfast
- Staff nurse, School of Nursing and Midwifery, Queen's University Belfast
- Lecturer. School of Nursing and Midwifery, Queen's University Belfast
- Venue
- British Journal of Nursing
- Publisher
- Mark Allen Group
- Published
- 2019-06-27
- Volume
- 28
- Issue
- 12
- Pages
- 798-802
- ISSN
- 0966-0461
- 2052-2819
- Cited by
- 35
- References
- 21
- Language
- en
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