Mind-Body Skills Training for Resident Wellness: A Pilot Study of a Brief Mindfulness Intervention

Background: Interventions to address burnout include mind-body skills training (MBST), but few studies have evaluated the feasibility of MBST for busy pediatric residents. Objective: In this pilot study, we tested the feasibility of a brief MBST intervention, using in-person peer-led training supported by online modules, to decrease stress and burnout in pediatric resident physicians. Methods: Of 99 (10%) residents, 10 residents at Nationwide Children’s Hospital in Ohio participated in up to four 90-minute MBST sessions more than 1 month, led by a co-resident with 5 years of informal training in mind-body skills. Participants were offered 8 assigned online modules through OSU Center for Integrative Health and Wellness. Measures including Maslach Burnout Inventory (MBI), Cohen’s Perceived Stress, Smith’s Brief Resilience, Cognitive and Affective Mindfulness Scale-Revised, and Neff’s Self-Compassion Scale (NSS) were administered before (T1) and after (T2) the course. Participants were offered optional monthly “maintenance” sessions for 6 months and completed a third set of measures at this follow-up (T3). Results: The residents completed an average of 4.3/8 online modules and attended an average of 2.8/4 in-person sessions. There was significant improvement in positive attitude, perceived stress, and resilience post intervention (T2). Follow-up evaluation (T3) also demonstrated significant improvement in burnout (depersonalization) and mindfulness. More than 75% of participants found the course worthwhile. Conclusions: A short mixed-method mindfulness-based skills course may be a practical way to offer resilience and stress management training to busy resident physicians.

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Increasing Resident Physician Well-Being through a Motivational Fitness Curriculum: A Pilot Study

Kansas Journal of Medicine ◽

10.17161/kjm.v13i.14631 ◽

2020 ◽

Vol 13 ◽

pp. 228-234

Author(s):

Ruth Nutting ◽

Justin Grant ◽

Samuel Ofei-Dodoo ◽

Matthew Runde ◽

Kethlyn Staab ◽

...

Keyword(s):

Pilot Study ◽

Family Medicine ◽

Maslach Burnout Inventory ◽

Well Being ◽

Resident Physician ◽

Personal Accomplishment ◽

Depression Anxiety Stress Scale ◽

Post Intervention ◽

Resident Physicians ◽

Fitness Curriculum

Introduction. Healthcare professionals who participate in regular exercise better manage job related stressors, utilize fewer sick days, and discuss fitness with patients at increased rates. Although resident physicians are aware of the health benefits of exercise their rates of exercise are much lower than among medical trainees and practicing physicians. Resident physicians have reported lack of time for traditional structured workouts as one of the greatest barriers to fitness. This study sought to increase resident physician well-being by providing brief workouts through a motivational fitness curriculum. Methods. This pilot study utilized a nonexperimental design; a pre-/post-intervention consisted of a 10-month motivational fitness curriculum. Thirteen family medicine residents at a training program in the midwestern United States participated in this study. The Depression Anxiety Stress Scale-21 (DASS-21) and the Abbreviated Maslach Burnout Inventory (MBI-9) were used to measure the participants’ well-being, pre- and post-curriculum. Standard descriptive statistics and paired samples t-test were used to analyze the data. Results. Twenty-eight percent (13/36) of eligible first-year and second-year family medicine resident physicians participated in the study. On the DASS-21, study participants displayed an improvement in depression, anxiety, and stress scores post-curriculum. On the MBI-9, the participants reported decreased score in emotional exhaustion, but there were no changes in depersonalization and personal accomplishment scores over time.Conclusion. A motivational fitness curriculum may be a convenient way to support well-being among resident physicians. These findings were salient, as graduate medical education programs can implement similar initiatives to support resident physicians’ psychological and physical well-being.

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Aromatherapy with ylang ylang for anxiety and self-esteem: a pilot study

Revista da Escola de Enfermagem da USP ◽

10.1590/s0080-623420140000300015 ◽

2014 ◽

Vol 48 (3) ◽

pp. 492-499 ◽

Cited By ~ 4

Author(s):

Juliana Rizzo Gnatta ◽

Patricia Petrone Piason ◽

Cristiane de Lion Botero Couto Lopes ◽

Noemi Marisa Brunet Rogenski ◽

Maria Júlia Paes da Silva

Keyword(s):

Pilot Study ◽

Essential Oil ◽

Self Esteem ◽

Physiological Parameters ◽

Post Intervention ◽

Temperature Method ◽

Significant Difference ◽

Perception Of Self ◽

Cutaneous Application

Objective: To verify if the use of ylang ylang essential oil by cutaneous application or inhalation alters the anxiety and self-esteem perception and physiological parameters as blood pressure and temperature. Method : A pilot study with 34 professionals from a nursing group randomized in three groups: one received the ylang ylang essential oil by cutaneous application, the second received through inhalation and the third (placebo) received the ylang ylang essence through cutaneous application. The assessment was done by an Anxiety Inventory (IDATE) and the Dela Coleta self-esteem scale, applied on baseline, after 30, 60 and 90 days and after 15 days post-intervention (follow up). Results : In the pre and post-intervention intergroup analysis, there was a significant difference in self-esteem for the three groups (p values: G1=0.014; G2=0.016; G3=0.038). There were no differences in the analysis between groups for anxiety or for physiological parameters. Conclusion : It was found significant alterations only to the intergroup perception of self-esteem for the three groups. 

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Knowledge Assessment And Application Psychological Skills Training (PST) In the Co-Curricular Trainer of the Malaysian Teacher Education Institute

Jurnal Menssana ◽

10.24036/jm.v5i1.135 ◽

2020 ◽

Vol 5 (1) ◽

pp. 53

Author(s):

Junaidy Mohamad Hashim ◽

Mohad Anizu Mohd Noor

Keyword(s):

Training Session ◽

Management Training ◽

Skills Training ◽

Sports Psychology ◽

Biofeedback Training ◽

Psychological Skills ◽

Psychological Skills Training ◽

Stress Management Training ◽

Sports Science ◽

Level Of Knowledge

The purpose of this study is to examine the level of knowledge and skills to apply the Psychological Skills Training (PST) among the Co-Curriculum Coaches of Malaysian Teachers' Teachers Institute which are randomly selected. A total of 77coches participated in this study consisting of 63 male coaches and 14 female coaches. The instrument for this study is a set of The Sports Psychology Revised Coach-2 (SPARC) questionnaire modified by the researchers based on the suitability. The questionnaire consists of 2 parts namely coaches demography and knowledge level Psychological Skills Training (PST) consisting of 10 items of questions and skilled to apply psychological Skills Training (PST) exercise sports psychology skills (10 items) based on Likert scale five values. An analysis is carried out descriptively involving frequency and percentage. The results based on application training showed that the method of self-talk training was very frequent and always applied, by 10 samples or 12.9%, followed by stress management training method by 6 samples or 7.8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level. 8% and findings also showed that 66.2% or 51 samples did not apply the biofeedback training session method while training their athletes. Findings also showed that Co-Curriculum Coaches at the Malaysian Teachers Institute of Malaysia are less knowledgeable and less skilled to apply Psychological Skills Training (PST) even though the coaches have the qualifications in sports specific and sports science certificate at the highest level.

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A Virtual Reality-Based Self-Help Intervention for Dealing with the Psychological Distress Associated with the COVID-19 Lockdown: An Effectiveness Study with a Two-Week Follow-Up

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18158188 ◽

2021 ◽

Vol 18 (15) ◽

pp. 8188

Author(s):

Giuseppe Riva ◽

Luca Bernardelli ◽

Gianluca Castelnuovo ◽

Daniele Di Lernia ◽

Cosimo Tuena ◽

...

Keyword(s):

Virtual Reality ◽

Psychological Distress ◽

Outcome Measures ◽

Perceived Stress ◽

Social Connectedness ◽

Primary Outcome ◽

Post Intervention ◽

Stress Levels ◽

Secondary Outcomes

The aim of this study is to investigate the effectiveness of a novel self-administered at-home daily virtual reality (VR)-based intervention (COVID Feel Good) for reducing the psychological burden experienced during the COVID-19 lockdown in Italy. A total of 40 individuals who had experienced at least two months of strict social distancing measures followed COVID Feel Good between June and July 2020 for one week. Primary outcome measures were depression, anxiety, and stress symptoms, perceived stress levels, and hopelessness. Secondary outcomes were the experienced social connectedness and the level of fear experienced during the COVID-19 pandemic. Linear mixed-effects models were fitted to evaluate the effectiveness of the intervention. Additionally, we also performed a clinical change analysis on primary outcome measures. As concerning primary outcome measures, participants exhibited improvements from baseline to post-intervention for depression levels, stress levels, general distress, and perceived stress (all p < 0.05) but not for the perceived hopelessness (p = 0.110). Results for the secondary outcomes indicated an increase in social connectedness from T0 to T1 (p = 0.033) but not a significant reduction in the perceived fear of coronavirus (p = 0.412). Among these study variables, these significant improvements were maintained from post-intervention to the 2-week follow-up (p > 0.05). Results indicated that the intervention was associated with good clinical outcomes, low-to-no risks for the treatment, and no adverse effects or risks. Globally, evidence suggests a beneficial effect of the proposed protocol and its current availability in 12 different languages makes COVID Feel Good a free choice for helping individuals worldwide to cope with the psychological distress associated with the COVID-19 crisis, although large scale trials are needed to evaluate its efficacy.

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Self-Care Options for Resilient Educators (SCORE) Teaches Aspiring Teachers How to Manage Stress in Light of COVID-Related Disruptions

OBM Integrative and Complementary Medicine ◽

10.21926/obm.icm.2104039 ◽

2021 ◽

Vol 06 (04) ◽

pp. 1-1

Author(s):

Brandis M. Ansley ◽

◽

Meagan A. Wander ◽

Keyword(s):

Stress Management ◽

Comparison Group ◽

Secondary Trauma ◽

Intervention Group ◽

Self Care ◽

Management Training ◽

Medium Effects ◽

Post Intervention ◽

Stress Management Training ◽

Quasi Experimental

Self-Care Options for Resilient Educators (SCORE) is an 8-week, asynchronous virtual training program that teaches stress management skills relevant to educators’ job-related responsibilities and interpersonal interactions. From January-April 2020, 28 pre-service teachers participated in a quasi-experimental study of SCORE’s feasibility and preliminary efficacy. Volunteers chose to either complete SCORE concurrent with their teaching internship or to complete the same assessments for comparison purposes. Recruitment and implementation took place prior to COVID-19 disruptions. Then, six weeks into SCORE, the participants encountered unanticipated school closures and uncertainties associated with their internships (e.g., Would they be able to complete their internships and degree programs? Would they be eligible to teach the next school year?). Despite disruptions to their teaching internships, the remote format of SCORE allowed the study to continue and for participants to complete the full training. Pre-intervention to post-intervention changes in outcomes for the intervention group reflected large effect sizes for decreases in burnout and increases in teacher efficacy. There were medium effects for increased self-compassion and small-to-medium effects for increased cognitive reappraisal. However, pre-to-post intervention differences for the comparison group were relatively unchanged on most indicators. Results for secondary traumatic stress was remarkable, as the comparison group demonstrated a medium-to-large effect for an increase at post-intervention. This measure, however, revealed no effect in change for program participants. This finding is noteworthy and suggests that participation in SCORE or a similar program may help mitigate the potentially harmful effects of exposure to secondary trauma. Overall, this study’s results support arguments for including stress management training during pre-service teaching internships.

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Biofeedback-Assisted Relaxation as Part of Preincident Stress-Management Training within a Model of Comprehensive Crisis Intervention: A Pilot Study

Brief Treatment and Crisis Intervention ◽

10.1093/brief-treatment/mhg032 ◽

2003 ◽

Vol 3 (4) ◽

pp. 437-443 ◽

Cited By ~ 2

Author(s):

Jeffrey M. Lating ◽

George S. Everly ◽

Traci F. Peragine ◽

Monica L. Neel ◽

Nicole P. Glick ◽

...

Keyword(s):

Pilot Study ◽

Stress Management ◽

Crisis Intervention ◽

Management Training ◽

Stress Management Training

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Assessing the feasibility of applying a combined osteopathy and psychoeducation therapy (OsteoPeCT) and its influence on levels of psychological and physiological stress in adult participants with moderate stress: A pilot study

10.21203/rs.3.rs-120483/v1 ◽

2020 ◽

Author(s):

Antoine Rahier ◽

Victoria J Taylor ◽

Teena KJB Gamage ◽

Alastair Treacher ◽

Simon J O’Carroll ◽

...

Keyword(s):

Pilot Study ◽

Perceived Stress ◽

Physiological Stress ◽

Immunoglobulin A ◽

Post Intervention ◽

Adult Participants ◽

Biomarker Analysis ◽

Mood Scale ◽

The Impact ◽

Moderate Stress

Abstract Background: There is mounting evidence suggesting a relationship between stress and adverse health outcomes. Stress is a multidimensional phenomenon requiring a multimodal approach. While there is some evidence indicating a positive effect of massage therapy, there is limited research regarding the impact of related approaches such as general osteopathic techniques (GOTs). Further, research examining the feasibility and effectiveness of combining GOTs with psychoeducation in the management of stress is lacking. The present pilot study aimed to assess the feasibility of applying a therapy package consisting of GOTs and brief psychoeducation and its influence on moderate stress in a convenience sample.Methods: A pilot uncontrolled trial with mixed pragmatic and exploratory design was conducted. The therapy package comprised of ten GOTs and ten minutes of scripted psychoeducation (OsteoPeCT) was applied in two sessions over two consecutive days to 18 adult participants with moderate stress. Feedback from participants and challenges experienced by both participants and researchers were recorded. The effects of OsteoPeCT were assessed by measuring pre-and post- intervention scores of self-reported perceived stress (Perceived Stress Scale-10, PSS-10; Profile of Mood Scale, POMS) and salivary levels of physiological stress biomarkers (cortisol; secretory immunoglobulin A, sIgA and interleukin-6, IL-6).Results: All aspects related to the application of OsteoPeCT (participant recruitment, participant retention, therapy application, administration of health screen and self-reported perceived stress questionnaires, and the collection of saliva samples for biomarker analysis) were feasible. A total of 18 participants were enrolled. The timing of sessions on consecutive days was reported to be challenging. While a measurable decrease in perceived stress (PSS-10) and in mood scores (Tense, Fatigue, Depression, Anger) were noted post therapy (OsteoPeCT) application, physiological stress markers were unaffected. Diurnal variations of these biomarkers may need further consideration.Conclusion: The application of OsteoPeCT was feasible, well received with some beneficial influence on perceived stress indicating that an integration of psychoeducation and osteopathic care may confer benefits to patients. Future investigations with adapted protocols and larger sample size is warranted to assess effectiveness.Trial registration: Retrospectively registered in Australian New Zealand Clinical Trials Registry (registration number ACTRN12620000763943 ) and ICTRP .

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Pelatihan Soft Skills Caring Meningkatkan Kualitas Pelayanan Keperawatan dan Kepuasan Pasien di Rumah Sakit Kota Bandung

Jurnal Penelitian dan Pengembangan Pelayanan Kesehatan ◽

10.22435/jpppk.v1i2.440 ◽

2018 ◽

pp. 72-81

Author(s):

Eny Kusmiran

Keyword(s):

Patient Satisfaction ◽

Nursing Care ◽

Soft Skills ◽

Skills Training ◽

Post Intervention ◽

Soft Skill ◽

Paired T Test ◽

Quality Of Nursing

Abstrak Kualitas perawat ditentukan oleh kompetensi hard skills dan soft skills. Caring sebagai bagian dari soft skills adalah esensi mendasar pada profesi perawat. Penilaian pasien mengenai soft skills caring perawat adalah indikator dari kualitas pelayanan keperawatan. Tujuan penelitian untuk mengembangkan model pelatihan soft skills caring dan mengidentifikasi model tersebut terhadap kualitas keperawatan dan kepuasan pasien. Desain pra-eksperimental dengan pretest-posttest tanpa kontrol dengan melibatkan 53 perawat dan 53 pasien pada dua rumah sakit swasta di Kota Bandung. Instrumen penelitian diadaptasi dari Caring Nurse Patient Interactions Scale (CNPI) dan kepuasan pasien diadaptasi dari patient satisfaction with nursing care. Intervensi terdiri dari pemberian materi selama 3 hari, post pelatihan 2, 4 dan 6 minggu. Analisis data dilakukan untuk melihat perubahan penilaian soft skills caring perawat serta kepuasan pasien sebelum dan sesudah intervensi-pelatihan menggunakan uji paired t-test. Analisis General Linier Model Repeated Measure (GLM-RM) dipergunakan untuk analisis follow-up 4 dan 6 minggu. Hasil penelitian menunjukkan model pelatihan soft skills caring terbukti efektif meningkatkan penilaian perawat dan kepuasan pasien, serta dapat dimanfaatkan bagi perawat di rumah sakit. Kata kunci: soft skills caring, perawat, kualitas pelayanan keperawatan Abstract The quality of nursing care was determined by they hard and soft skills competence. Soft skill of caring was the basic competence of nurses, it was affecting patient satisfaction. This study aimed to: a) develop the model of training soft skills caring, b)identify the training model for increasing the quality of nursing care and patient satisfaction. The study was pretest-posttest pre-experimental design without control. The sampples including 53 nurses and 53 patients at two private hospitals in Bandung, West Java Province, Indonesia. The instrument was adapted from Caring Nurse Patient Interactions Scale (CNPI) while patient satisfaction assesment was adapted from patient satisfaction with nursing care. The interventions was soft skills training for 3 days, while the soft skill were assesed at in 2, 4 and 6 weeks post intervention. The pre and 2 weeks post intervention were analysed using paired t-test, while the 4 and 6 weeks follow-up soft skill post itervention was analyzed by GLM-RM. The results show that soft skill training are effective for improving nurse’s competence and increasing patient satisfaction. Futher training can be implemented to increase quality of nursing care and patients satisfaction. Keywords: soft skills, training, quality of nursing, patient satisfaction

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The German Version of the Perceived Stress Scale (PSS-10): Evaluation of Dimensionality, Validity, and Measurement Invariance With Exploratory and Confirmatory Bifactor Modeling

Assessment ◽

10.1177/1073191117715731 ◽

2017 ◽

Vol 26 (7) ◽

pp. 1246-1259 ◽

Cited By ~ 20

Author(s):

Dorota Reis ◽

Dirk Lehr ◽

Elena Heber ◽

David Daniel Ebert

Keyword(s):

Stress Management ◽

Measurement Invariance ◽

Perceived Stress ◽

Reliability And Validity ◽

Management Training ◽

Bifactor Model ◽

Perceived Stress Scale ◽

Stress Management Training ◽

Stress Scale ◽

Bifactor Modeling

The Perceived Stress Scale (PSS) is a popular instrument for measuring the degree to which individuals appraise situations in their lives as excessively uncontrollable and overloaded. Despite its widespread use (e.g., for evaluating intervention effects in stress management studies), there is still no agreement on its factor structure. Hence, the aim of the present study was to examine the dimensionality, measurement invariance (i.e., across gender, samples, and time), reliability, and validity of the PSS. Data from 11,939 German adults (73% women) were used to establish an exploratory bifactor model for the PSS with one general and two specific factors and to cross-validate this model in a confirmatory bifactor model. The model displayed strong measurement invariance across gender and was replicated in Study 2 in data derived from six randomized controlled trials investigating a web-based stress management training. In Study 2 (overall N = 1,862), we found strong temporal invariance. Also, our analyses of concurrent and predictive validity showed associations with depressive symptoms, anxiety, and insomnia severity for the three latent PSS factors. These results show the implications of the bifactor structure of the PSS that might be of consequence in empirical research.

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