Problem:Stressimpactsbothone’spsychologicalandphysicalhealth.AccordingtoKalinin–Yobas etal,2014),stressamongnursingstudentshasbeenrecognizedasaninternationalproblem,affectingstudents’healthandwellbeing.”Intenseacademicrequirements,clinicalpressure,andextensivestudyhoursarecontributingfactorstohighstresslevelsinnursingstudents.TheuseofComplementaryandAlternativeMedicine(C.A.M.),suchasyogaandmeditation,havetheabilitytoreducestressandpromotewellness.
Thepurposecreatinganursingstudentwellnessprogramistoimprovethebalanceofmindandbodyofnursingstudentsthroughtheprovisionofaweeklymindfulnessintervention.Evidencesupportsthatregularmindfulnesspracticecanresultinpositivehealthbenefits,copingandreducedstresslevels.
Solution/Plan:Theexperienceofsignificantstressisreportedbymanyundergraduatenursingstudentsandmaycontributetosickness,absence,andattrition.Therefore,nursingstudentsneedaprogramthatwillminimizetheeffectsofstressontheirwell-being.“Giventheglobalshortageofnursesandhighdropoutratesamongsttrainees,theimportancefordevelopingstressmanagementprogramsforstudentnursesisbecomingmoreevident”(Galbraith&Brown,2011).
Theemergingconceptsofhealthpromotionprovidegroundsinsupportoftheuseofcomplementarymedicine.Therigorofthenursingprogramcanchallengethehealthandwellbeingofstudentsandnegativelyimpactlearningandsuccess.Amindfulnessprogramprovedtobeabeneficialexampleofastressmanagementandprovidedaselfcarestrategyfornursingstudents.Theresultscollectedthroughsurveysshowapositivecorrelationbetweentheintroductionofamindfulnessinterventionandthereductionofself-reportedstress.
References:Chernomas,W.M.,&ShapiroC.(2013).Stress,depression,andanxietyamongundergraduatenursingstudents.InternationalJournalofNursingEducationScholarship,10(1),255266.doi:10.1515/ijnes-2012-0032Galbraith,N.D.,&Brown,K.E.(2011).Assessinginterventioneffectivenessforreducingstress instudentnurses:Quantitativesystematicreview.JournalofAdvancedNursing,67(4),709-721.Doi:10.1111/j.1365-2648.2010.05549.x
Theprogramafree,hour-longwellnessinterventionlastsfourconsecutiveweeksandison-campus.Theservicesareprovidedbycertifiedinstructorsandthewellnessinterventionsarescheduledaroundtheclassschedulestomakeiteasierforthestudentstoattendwithoutconflict.Additionaltimeissetasidebeforeandafterthesession.Studentssignin,completeapre-testandpost-testandinformallysharetheirexperiencewithclassmates.
“MindfulnessinaCBCCurriculum:ExploringtheConceptsofCopingandSelfCareforNursingStudents”
Abstract Project Goal ConclusionMethod
Evaluation:Followingtheintervention,pulseandcoloroftheBiodot®isreassessedandrecorded.Theparticipantsratetheirstress.Thepre- andpost-testisusedtoevaluatetheintervention.
OremSelf-CareDeficit
(learned,goaldirectedactivity)
AssessmentFeelingoverwhelmedFrustrated, Angry
FatigueNegativity
SleepdisturbanceWeightgain/loss NursingDiagnosis
Selfcaredeficitrelatedtovulnerabilityin
nursingschoolasevidencedbystudent’sstatementsandphysical
symptomofstressresponse
Goal:toimprovestudent’sabilityto
independentlymeetselfcareneeds
CollaborativePlanningwithYoga
InstructorSchedule,spaceandtime
ImplementationOncampusyogaandmindfulmeditation
sessionsProvideencouragement
andpositivereinforcement
Rationale1.Promotehealthystudent
environmentwithreflectiveandmindfulpractices
2.Providingstudentswithcopingstrategiestodiffuse
stressduringschoolwillhelptoempowerthem,promoteself
efficacy/selfworth
Evaluation1.Followingyogaand
meditationsessionsnursingstudentsheartrates
decreased,Biodotschangedtoamorerelaxedcolor2.Subjectivestatementsindicatingimprovementin
selfcare
MargaretJ.McCormickM.S.,R.N.1 &MeganKellyM.S.,R.N.21TowsonUniversity 2TowsonUniversity