Problem: Stress impacts both one’s psychological and physical health. According to Kalinin –Yobas et al, 2014), stress among nursing students has been recognized as an international problem, affecting students’ health and wellbeing.” Intense academic requirements, clinical pressure, and extensive study hours are contributing factors to high stress levels in nursing students. The use of Complementary and Alternative Medicine (C.A.M.), such as yoga and meditation, have the ability to reduce stress and promote wellness. The purpose creating a nursing student wellness program is to improve the balance of mind and body of nursing students through the provision of a weekly mindfulness intervention. Evidence supports that regular mindfulness practice can result in positive health benefits, coping and reduced stress levels. Solution/Plan: The experience of significant stress is reported by many undergraduate nursing students and may contribute to sickness, absence, and attrition. Therefore, nursing students need a program that will minimize the effects of stress on their well-being. “Given the global shortage of nurses and high dropout rates amongst trainees, the importance for developing stress management programs for student nurses is becoming more evident” (Galbraith & Brown, 2011). The emerging concepts of health promotion provide grounds in support of the use of complementary medicine. The rigor of the nursing program can challenge the health and well being of students and negatively impact learning and success. A mindfulness program proved to be a beneficial example of a stress management and provided a self care strategy for nursing students. The results collected through surveys show a positive correlation between the introduction of a mindfulness intervention and the reduction of self-reported stress. References: Chernomas, W. M., & Shapiro C. (2013). Stress, depression, and anxiety among undergraduate nursing students. International Journal of Nursing Education Scholarship, 10(1), 255266. doi: 10.1515/ijnes-2012- 0032 Galbraith, N.D., & Brown, K.E. (2011). Assessing intervention effectiveness for reducing stress in student nurses: Quantitative systematic review. Journal of Advanced Nursing, 67 (4), 709-721. Doi: 10.1111/j.1365-2648.2010.05549.x The program a free, hour-long wellness intervention lasts four consecutive weeks and is on-campus. The services are provided by certified instructors and the wellness interventions are scheduled around the class schedules to make it easier for the students to attend without conflict. Additional time is set aside before and after the session. Students sign in, complete a pre-test and post-test and informally share their experience with classmates. “Mindfulness in a CBC Curriculum: Exploring the Concepts of Coping and Self Care for Nursing Students” Abstract Project Goal Conclusion Method Evaluation: Following the intervention, pulse and color of the Biodot® is reassessed and recorded. The participants rate their stress. The pre- and post-test is used to evaluate the intervention. Orem Self-Care Deficit (learned, goal directed activity) Assessment Feeling overwhelmed Frustrated, Angry Fatigue Negativity Sleep disturbance Weight gain/loss Nursing Diagnosis Self care deficit related to vulnerability in nursing school as evidenced by student’s statements and physical symptom of stress response Goal : to improve student’s ability to independently meet self care needs Collaborative Planning with Yoga Instructor Schedule, space and time Implementation On campus yoga and mindful meditation sessions Provide encouragement and positive reinforcement Rationale 1. Promote healthy student environment with reflective and mindful practices 2. Providing students with coping strategies to diffuse stress during school will help to empower them, promote self efficacy/self worth Evaluation 1. Following yoga and meditation sessions nursing students heart rates decreased, Bio dots changed to a more relaxed color 2. Subjective statements indicating improvement in self care Margaret J. McCormick M.S., R.N. 1 & Megan Kelly M.S., R.N. 21 Towson University 2 Towson University

“Mindfulness in a CBC Curriculum: Exploring the Concepts ... · “Mindfulness in a CBC Curriculum: Exploring the Concepts of Coping and Self Care for Nursing Students” Abstract

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Page 1: “Mindfulness in a CBC Curriculum: Exploring the Concepts ... · “Mindfulness in a CBC Curriculum: Exploring the Concepts of Coping and Self Care for Nursing Students” Abstract

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