scholarly journals Mindfulness as a well-being initiative for future nurses: a survey with undergraduate nursing students

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Clare Mc Veigh ◽  
Joanne Reid ◽  
Claire Carswell ◽  
Lindsay Ace ◽  
Ian Walsh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Well Being ◽  
Mindfulness Practice ◽  
Free Text ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Future Clinical Practice

Abstract Background Mindfulness can potentially positively impact well-being and resilience in undergraduate nursing students. The psychological well-being of such students undertaking clinical training is paramount to ensure optimal learning, and to equip them with skills to manage their wellbeing in future clinical practice. The aim of our study was to explore the views of undergraduate nursing students in relation to understanding and engaging with mindfulness, and how mindfulness could best be delivered within their university programme. Methods An online survey was administered via a cloud-based student response system to a convenience sample of first year undergraduate nursing students completing a Bachelor of Science (BSc) Honours (Hons) degree in nursing at a University in the United Kingdom. Data were analysed using descriptive statistics and thematic analysis. Results The survey achieved a response rate of 78% (n = 208). Seventy-nine percent of participants had heard of mindfulness and were interested in taking part in a mindfulness programme. Respondents reported that the ideal delivery of the programme would consist of weekly 45-min, in person group sessions, over a 6-week period. Respondents also indicated that a mobile application could potentially facilitate participation in the programme. Thematic analysis of open-ended comments, and free text, within the survey indicated 4 overarching themes: 1) Perceptions of what mindfulness is; 2) Previous mindfulness practice experiences; 3) Impact of mindfulness in nursing; 4) The need for a future well-being initiative for undergraduate nursing students. Conclusions Undergraduate nursing students perceived that a mindfulness programme has the potential to enhance well-being and future clinical practice. This student cohort are familiar with mindfulness and want more integrated within their undergraduate curriculum. Further research is required to examine the effectiveness of a tailored mindfulness intervention for this population that incorporates the use of both face-to-face and mobile delivery.

scholarly journals Mindfulness as a Well-being Initiative for Future Nurses: A Survey With Undergraduate Nursing Students

2021 ◽  
Author(s):  
Clare McVeigh ◽  
Joanne Reid ◽  
Claire Carswell ◽  
Lindsay Ace ◽  
Ian Walsh ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Thematic Analysis ◽  
Well Being ◽  
Mindfulness Practice ◽  
Free Text ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Future Clinical Practice

Abstract Objectives Mindfulness can potentially positively impact well-being and resilience in undergraduate nursing students. The psychological well-being of such students undertaking clinical training is paramount to ensure optimal learning, and to equip them with skills to manage their wellbeing in future clinical practice. The aim of our study was to explore the views of undergraduate nursing students in relation to understanding and engaging with mindfulness, and how mindfulness could best be delivered within their university programme.Methods An online survey was administered via a cloud-based student response system to a convenience sample of first year undergraduate nursing students completing a Bachelor of Science (BSc) Honours (Hons) degree in nursing at a University in the United Kingdom. Data were analysed using descriptive statistics and thematic analysis. Results The survey achieved a response rate of 78% (n=208). Seventy-nine percent of participants had heard of mindfulness and were interested in taking part in a mindfulness programme. Respondents reported that the ideal delivery of the programme would consist of weekly 45-minute, in person group sessions, over a 6-week period. Respondents also indicated that a mobile application could potentially facilitate participation in the programme. Thematic analysis of open-ended comments, and free text, within the survey indicated 4 overarching themes: 1) Perceptions of what mindfulness is; 2) Previous mindfulness practice experiences; 3) Impact of mindfulness in nursing; 4) The need for a future well-being initiative for undergraduate nursing students. Conclusions Undergraduate nursing students perceived that a mindfulness programme has the potential to enhance well-being and future clinical practice. This student cohort are familiar with mindfulness and want more integrated within their undergraduate curriculum. Further research is required to examine the effectiveness of a tailored mindfulness intervention for this population that incorporates the use of both face-to-face and mobile delivery.

Exploring Undergraduate Nursing Students’ Experiences of Engaging With a Dialectical Behavior Therapy-Skills Group Intervention: Findings of a Thematic Analysis

2020 ◽  
pp. 084456211989648 ◽  
Author(s):  
Heather Beanlands ◽  
Elizabeth McCay ◽  
Angel Wang ◽  
Andria Aiello ◽  
Jasna Schwind ◽  
...  
Keyword(s):  
Nursing Students ◽  
Behavior Therapy ◽  
Dialectical Behavior Therapy ◽  
Thematic Analysis ◽  
Self Care ◽  
Well Being ◽  
Negative Consequences ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Skills Group

Study Background Nursing students often have high levels of stress leading to negative consequences for academic performance and overall well-being. Novel strategies are needed to help students manage stress. Purpose To explore students’ experiences with an evidence-based intervention—Dialectical Behavior Therapy-Skills Group (DBT-SG). Methods We conducted a mixed-methods study to pilot test a DBT-SG intervention, modified for use with undergraduate nursing students. Qualitative data collected as part of this study included focus groups and written responses on a study questionnaire. Thematic analysis of these data was undertaken to explore how students experienced the intervention. The results of this analysis are reported here. Results Five themes were uncovered: experiencing stress and de-stressing, feeling accepted and validated, acquiring skills, shifting perspectives, and enhanced well-being. Conclusions Our findings suggest that by engaging with DBT-SG, nursing students felt accepted and validated, acquired a variety of skills to cope with stress, as well as developed new perspectives, such as the value of practicing self-care, which contributed to enhanced well-being. Future research could build on these results by further exploring how to best create accepting and validating learning environments where students are encouraged to develop interpersonal relationship skills and enact self-care to further support their well-being and professional development.

A medical play experience: Preparing undergraduate nursing students for clinical practice

2021 ◽  
pp. 104821
Author(s):  
Kerry Reid-Searl ◽  
Kate Crowley ◽  
Carina Anderson ◽  
Nicole Blunt ◽  
Rachelle Cole ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Play Experience

scholarly journals Human anatomy and clinical nursing practice

2020 ◽  
Vol 10 (10) ◽  
pp. 13
Author(s):  
Lilian Rubinho Ratero ◽  
Júlio César André ◽  
Emerson Roberto dos Santos ◽  
Lilian Castiglioni ◽  
Nádia Antônia Aparecida Poletti ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Professional Training ◽  
Nursing Practice ◽  
Clinical Teaching ◽  
Human Anatomy ◽  
Care Process ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Clinical Nursing

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses.  The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

The Experience of Nursing Students Who Make Mistakes in Clinical

2015 ◽  
Vol 12 (1) ◽  
pp. 65-73 ◽  
Author(s):  
Mark Pijl Zieber ◽  
Beverley Williams
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Practice ◽  
Theory Approach ◽  
Undergraduate Nursing Students ◽  
The Core ◽  
Undergraduate Nursing ◽  
Grounded Theory Approach ◽  
Core Variable

AbstractThe experience of nursing students who make mistakes during clinical practice is poorly understood. The literature identifies clinical practice mistakes as a significant issue in nursing practice and education but there is very little research on the topic. This study used a grounded theory approach to explore the experience of undergraduate nursing students who had made at least one mistake in their clinical practice. What emerged is a theory that illuminates the process of how students move through the positive and negative elements of the mistake experience the core variable that emerged from the study was “living through the mistake experience.” The mistake experience was clearly a traumatic process for nursing students and students reported feeling unprepared and lacking the capability to manage the mistake experience. A number of recommendations for nursing education are proposed.

scholarly journals Resilience, Stress and Well-Being in Undergraduate Nursing Students in China and the UK

2021 ◽  
Vol 12 (1) ◽  
pp. 11-20
Author(s):  
Felicity Hasson ◽  
Zhuang-Shuang Li ◽  
Paul Slater ◽  
Xiu-Jun Guo
Keyword(s):  
Nursing Students ◽  
Well Being ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
The Uk

scholarly journals Stress and coping – Perceptions of final year nursing students returning to clinical practice during the COVID-19 pandemic, South Africa

2021 ◽  
Vol 26 ◽  
Author(s):  
Mary Ann Jarvis ◽  
Penelope Martin ◽  
Margaret Williams ◽  
Fiona Walters ◽  
Olivia Baloyi ◽  
...  
Keyword(s):  
South Africa ◽  
Clinical Practice ◽  
Nursing Students ◽  
Focus Groups ◽  
Hot Spot ◽  
Western Cape ◽  
Stress Appraisal ◽  
Undergraduate Nursing Students ◽  
Primary Appraisal ◽  
Undergraduate Nursing

Background: The novel nature of the coronavirus disease 2019 (COVID-19) pandemic places challenges on nursing students as they try to complete the clinical requirement of their training. Nursing faculties need to understand these challenges to support and equip nursing students to enter the workforce.Aim: To explore and describe the anticipated and subsequent perceptions of final year Bachelor of Nursing students returning to clinical practice during the COVID-19 pandemic in South Africa.Setting: The study was conducted at two universities in the Western Cape and KwaZulu-Natal, South Africa. Both universities offer 4-year Bachelor of Nursing programmes accredited by the South African Nursing Council and were in ‘hot spot areas’ for SARS-CoV-2.Methods: A qualitative study with focus groups discussions of final year undergraduate nursing students from both universities were conducted. Data were analysed through content analysis using Lazarus and Folkman’s Stress Appraisal Coping Model.Results: Five focus groups discussions with a total of 25 participants were conducted. Three themes with eight sub-themes emerged, the key themes being: primary appraisal and anticipation of returning to clinical practice; contextual influence on primary appraisal and reappraisal to facilitate positive return to clinical practice.Conclusion: Primary perceptions of returning to clinical practice revolved around uncertainty and stress. However, through preparation and the process of reappraisal, participants were able to adapt and cope with the challenges in returning to clinical practice during the pandemic.Contribution: It is important to recognise the role of faculty in supporting nursing students’ transition into situations of uncertainty such as the pandemic.

scholarly journals Prevalence of overweight and obesity among undergraduate nursing students: thematic analysis on experiences of overweight and obese participants

2018 ◽  
Vol 5 (3) ◽  
pp. 1014
Author(s):  
Shyamala D. Manivannan
Keyword(s):  
Nursing Students ◽  
Support Groups ◽  
Thematic Analysis ◽  
Overweight And Obesity ◽  
Obesity Prevalence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Reduction Strategies ◽  
Group Interviews ◽  
Descriptive Survey

Background: Overweight and obesity is the growing concern of public health. Obesity is on the rise in adults as well as adolescents. Obesity becomes worse with the transition from the teen years into the young adult years. This study aimed to find the prevalence of overweight and obesity in undergraduate nursing students and conduct thematic analysis of the experiences of participants who were overweight and obese.Methods: Descriptive survey and qualitative approach was used to collect data. Self-reported information on weight and height elicited using descriptive survey to assess the prevalence of overweight and obesity. After obtaining informed consent focus group interviews conducted for overweight and obese participants. Interviews transcribed.Results: SPSS version 17 used for analysis. The mean body mass index (BMI) of the participants was 21.46±SD 4.17. The overweight and obesity prevalence was 11.60% and 5.20% respectively. Thematic analysis yielded several themes like change of place, caring family, support and assurance, shyness and bullying, unpleasant experiences and isolation, hereditary etc.Conclusions: Harmful weight reduction strategies to be prevented through good monitoring, mentoring and by establishing “peer support groups” in nursing colleges.

scholarly journals Psychometric Analysis of Undergraduate Nursing Students using Depression, Anxiety and Stress Scale:A Cross-sectional Study

2021 ◽  
Author(s):  
Sunil Chouhan ◽  
Akriti Gupta ◽  
Ruchi Singh ◽  
Anzar B Alvi
Keyword(s):  
Nursing Students ◽  
Professional Training ◽  
Well Being ◽  
Cross Sectional Study ◽  
Depression And Anxiety ◽  
Sectional Study ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gandhi Medical College

Introduction: Students at nursing colleges encounter not only issues associated to individual life, but also learning difficulties. The rigor in professional training may predispose them to depression, anxiety and stress. Aim: To investigate the prevalence and psychometric condition such as depression, anxiety, and stress symptoms in undergraduate nursing students. Materials and Methods: This was a cross-sectional study on 387 female nursing students, aged between 18-27 years (21.16±1.52) from AIIMS, Bhopal and Gandhi Medical College, Bhopal, Madhya Pradesh, India. They were analysed using Depression, Anxiety and Stress Scale-42 (DASS-42). This self-administered anonymous questionnaire was distributed through ‘WhatsApp’ web and e-mail, in the form of “Google form” to all the enrolled students. The Microsoft Office Excel 2010 and Statistical Package for The Social Sciences (SPSS) software was used to analysed the data using percentages. Results: The questionnaire was filled by 223 out of 387 students. The response rate was 57.62 percent. The mean age of the respondents were 21.16 years (±1.52 years). The prevalence of depression, anxiety and stress prevalence were 36.7%, 49.33% and 34.98%, respectively. In the depression and anxiety traits, majority of students were in moderate stage (14.35%, 21.08%), while in stress, majority (17.04%) of students were in mild stage. Spearman correlation found a significant moderate positive relationship between depression and anxiety (r=0.592, p<0.001), depression and stress (r=0.578, p<0.001), anxiety and stress (r=0.652, p<0.001). Conclusion: Among the undergraduate nursing students, depression, anxiety and stress was found to be remarkable. Hence, it is necessary to enhance mental well-being among nursing students. The results allow for anxiety control screening measures and expanded rehabilitation and treatment to be initiated for the students.

Sign in / Sign up

Export Citation Format

Share Document