Implementing a Brief Mindfulness Based Stress Reduction Self-Care Intervention into the Nursing Curriculum

2.50
Hdl Handle:
http://hdl.handle.net/10755/581108
Category:
Full-text
Format:
Text-based Document
Type:
Research Study
Level of Evidence:
Randomized Controlled Trial
Research Approach:
Quantitative Research
Title:
Implementing a Brief Mindfulness Based Stress Reduction Self-Care Intervention into the Nursing Curriculum
Author(s):
Placella, Sharon
Lead Author STTI Affiliation:
Kappa Gamma
Author Details:
Sharon Placella, DNP, RN, CNS-BC, NPP, e-mail:splacella at molloy dot edu
Abstract:

Implementing A Brief Mindfulness Based Stress Reduction Self-Care Intervention Into The Nursing Curriculum

 

Background: High levels of stress experienced by nursing students continue to be identified in the literature. This emphasizes the need for stress management in nursing education to prevent dysfunctional coping and poor health behaviors. Present literature suggests that Mindfulness Based Stress Reduction (MBSR) has been effective for stress management; but no research has evaluated a brief MBSR self-care intervention for American nursing students in the nursing curriculum.

Purpose: The purpose of this study is to implement a brief MBSR self-care intervention during nursing education and evaluate its effectiveness in decreasing stress and dysfunctional health behaviors.

Theoretical Framework: Utilizing Orem’s Self-Care Theoretical Framework it is essential to the self-care process to have knowledge and skills required for health care needs and health promotion. Orem’s Theoretical Self-Care Framework indicates that individuals must be taught specific skills to develop self-care knowledge and then apply it.

Method: This research design is a random control trial with 170 undergraduate nursing students enrolled in a required three hour psychosocial nursing class at a private downstate New York baccalaureate college. One-half of the psychosocial classes randomly selected were the experimental (MBSR Self-Care Intervention) group and the other one-half of the classes were the control group. Demographics and comparisons between groups (experimental and control) and mean scores on the Perceived Stress Scale 14 and the General Health Questionnaire 28 were analyzed using ANCOVA.

Results: Both the experimental and the control groups demonstrated decreased scores on the Perceived Stress Scale 14 and the General Health Questionnaire 28 however there was no statistical significance between the groups.

Conclusions / Implications: Incorporating stress management combined with self-care strategies during nursing education can decrease nursing students stress levels and dysfunctional health behaviors.

Keywords:
stress, prevention and control; self-care; nursing education; nursing curriculum
MeSH:
Self Care; Education, Nursing; Curriculum
CINAHL Headings:
Stress, Psychological--Prevention and Control
Repository Posting Date:
26-Oct-2015
Date of Publication:
26-Oct-2015
Citation:
Placella, S. (2015). Implementing a brief mindfulness based stress reduction self-care intervention into the nursing curriculum. Virginia Henderson Global Nursing e-Repository. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581108
Sponsors:
Sigma Theta Tau International; ATI Nursing Education
Description:
Dr. Placella is the recipient of the 2013/2014 Sigma Theta Tau International/ATI Educational Assessment Nursing Research Grant
Note:
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeResearch Studyen
dc.evidence.levelRandomized Controlled Trialen
dc.research.approachQuantitative Researchen
dc.titleImplementing a Brief Mindfulness Based Stress Reduction Self-Care Intervention into the Nursing Curriculumen_US
dc.contributor.authorPlacella, Sharonen
dc.contributor.departmentKappa Gammaen
dc.author.detailsSharon Placella, DNP, RN, CNS-BC, NPP, e-mail:splacella at molloy dot eduen
dc.identifier.urihttp://hdl.handle.net/10755/581108en
dc.description.abstract<p>Implementing A Brief Mindfulness Based Stress Reduction Self-Care Intervention Into The Nursing Curriculum</p> <p> </p> <p>Background: High levels of stress experienced by nursing students continue to be identified in the literature. This emphasizes the need for stress management in nursing education to prevent dysfunctional coping and poor health behaviors. Present literature suggests that Mindfulness Based Stress Reduction (MBSR) has been effective for stress management; but no research has evaluated a brief MBSR self-care intervention for American nursing students in the nursing curriculum.</p> <p>Purpose: The purpose of this study is to implement a brief MBSR self-care intervention during nursing education and evaluate its effectiveness in decreasing stress and dysfunctional health behaviors.</p> <p>Theoretical Framework: Utilizing Orem’s Self-Care Theoretical Framework it is essential to the self-care process to have knowledge and skills required for health care needs and health promotion. Orem’s Theoretical Self-Care Framework indicates that individuals must be taught specific skills to develop self-care knowledge and then apply it.</p> <p>Method: This research design is a random control trial with 170 undergraduate nursing students enrolled in a required three hour psychosocial nursing class at a private downstate New York baccalaureate college. One-half of the psychosocial classes randomly selected were the experimental (MBSR Self-Care Intervention) group and the other one-half of the classes were the control group. Demographics and comparisons between groups (experimental and control) and mean scores on the Perceived Stress Scale 14 and the General Health Questionnaire 28 were analyzed using ANCOVA.</p> <p>Results: Both the experimental and the control groups demonstrated decreased scores on the Perceived Stress Scale 14 and the General Health Questionnaire 28 however there was no statistical significance between the groups.</p> <p>Conclusions / Implications: Incorporating stress management combined with self-care strategies during nursing education can decrease nursing students stress levels and dysfunctional health behaviors.</p>en
dc.subjectstress, prevention and controlen
dc.subjectself-careen
dc.subjectnursing educationen
dc.subjectnursing curriculumen
dc.subject.meshSelf Careen
dc.subject.meshEducation, Nursingen
dc.subject.meshCurriculumen
dc.subject.cinahlStress, Psychological--Prevention and Controlen
dc.date.available2015-10-26T13:34:07Zen
dc.date.issued2015-10-26en
dc.date.accessioned2015-10-26T13:34:07Zen
dc.identifier.citationPlacella, S. (2015). Implementing a brief mindfulness based stress reduction self-care intervention into the nursing curriculum. Virginia Henderson Global Nursing e-Repository. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581108en
dc.description.sponsorshipSigma Theta Tau Internationalen
dc.description.sponsorshipATI Nursing Educationen
dc.identifier.citationPlacella, S. (2015). Implementing a brief mindfulness based stress reduction self-care intervention into the nursing curriculum. Virginia Henderson Global Nursing e-Repository. Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581108en
dc.descriptionDr. Placella is the recipient of the 2013/2014 Sigma Theta Tau International/ATI Educational Assessment Nursing Research Granten
dc.description.noteThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.en
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