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Mindfulness for stress and anxiety management in nursing students in a clinical simulation: A quasi-experimental study.
Torné-Ruiz, Alba; Reguant, Mercedes; Roca, Judith.
Afiliación
  • Torné-Ruiz A; Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St, 25198 Lleida, Spain. Electronic address: alba.tr@hotmail.es.
  • Reguant M; Department of Research Methods and Diagnosis in Education, University of Barcelona, 171 Passeig de la Vall d´Hebron, St, 08035 Barcelona, Spain. Electronic address: mreguant@ub.edu.
  • Roca J; Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain. Electronic address: judith.roca@udl.cat.
Nurse Educ Pract ; 66: 103533, 2023 Jan.
Article en En | MEDLINE | ID: mdl-36516640
ABSTRACT

AIM:

To determine the efficacy of an online mindfulness intervention in reducing anxiety and stress levels in nursing students during clinical simulations.

BACKGROUND:

Clinical simulation as a learning strategy has many benefits but the high levels of stress and anxiety it produces in participants can compromise learning, motivation or performance.

DESIGN:

A quasi-experimental study with a non-equivalent control group design is presented. Forty-two undergraduate nursing students from a natural group were divided into an experimental group (n = 21) and a control group (n = 21).

METHODS:

Before conducting a clinical simulation, the experimental group followed a 10-day intensive online mindfulness intervention. All students received the same information and training. Instruments used were Self-administered Analogue Stress Scale, State-Trait Anxiety Inventory and Five Facet Mindfulness Questionnaire. In addition, physiological data (blood pressure and heart rate) were collected at baseline, pre-briefing and debriefing.

RESULTS:

Physiological variables increased in the prebriefing phase but remained statistically significantly lower in the experimental group (diastolic blood pressure p = .032 and heart rate p = .048). Levels of stress (p = .029) and anxiety (p = .016) were also managed better. Both groups in the debriefing session showed a statistically significant decrease in the different physiological variables, stress and anxiety. No changes in mindfulness were observed.

CONCLUSIONS:

The clinical simulation is indicated to generate stress and anxiety in nursing students. Therefore, measures must be adopted to control it. The intensive online mindfulness intervention proposed in this study reduced physiological parameters, stress and anxiety in the clinical simulation.
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Texto completo: 1 Bases de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Bachillerato en Enfermería / Atención Plena Límite: Humans Idioma: En Revista: Nurse Educ Pract Asunto de la revista: EDUCACAO / ENFERMAGEM Año: 2023 Tipo del documento: Article

Texto completo: 1 Bases de datos: MEDLINE Asunto principal: Estudiantes de Enfermería / Bachillerato en Enfermería / Atención Plena Límite: Humans Idioma: En Revista: Nurse Educ Pract Asunto de la revista: EDUCACAO / ENFERMAGEM Año: 2023 Tipo del documento: Article