Self-Care Skills to Prevent Burnout: A Pilot Study Embedding Mindfulness in an Undergraduate Nursing Course.

Background Burnout negatively affects nurses and increases nursing turnover. Many student nurses experience burnout throughout their academic program, negatively affecting student success and patient care. Objectives To explore effects of mindfulness education / self-care skills training in undergraduate nursing students on stress and self-care. Design A four-week pilot with four-week follow-up. Setting In-person mindfulness sessions were offered to first-year nursing students. Participants 67 students enrolled in a nursing skills course. Methods Four in-person mindfulness educational sessions were provided with a 4-week follow-up. Outcomes were stress and self-care, measured by the Perceived Stress Scale and Mindful Self-Care Scale at pre-, post-, and follow-up. Results 58 (86.6%) completed pilot; mean age = 22.8 (5.75), majority females (84%) and Caucasian (79%). Students practicing one or more mindfulness techniques at least 8 times outside class increased self-care 9.5% pre- to post-intervention (p = .01), although not sustained at follow-up. Stress did not change significantly in either direction (p = .94), potentially mediating the stress of starting clinical immediately following the intervention. Conclusions Mindfulness education increased self-care in first-year nursing students who practiced mindfulness outside class. Recommendations include further research and integration of mindfulness into courses to assess benefits and coping skills for future nurses.

Exploration of Online Doctor of Nursing Practice Students' Perceptions of Effective Teaching Methods Using the Critical Incident Technique.

BACKGROUND: The online learning environment presents unique challenges for engaging students in the learning process. Current research is limited regarding online doctor of nursing practice (DNP) students' perceptions of effective faculty involvement related to their engagement in learning. PURPOSE: This qualitative study explored DNP students' perceptions of effective methods used by faculty to help them learn and be engaged in the asynchronous online classroom. METHODS: The Community of Inquiry (COI) framework provided the theoretical support for this study. The critical incident technique was used to explore DNP students' perceptions of effective methods used by faculty teaching in an asynchronous online program. Perceptions of effective methods were analyzed using the inductive approach of thematic analysis. RESULTS: Three themes emerged from the data analysis: providing clarity, staying on track, and making it personalized. CONCLUSIONS: Findings suggest nurse educators should follow the COI framework to establish teacher presence and promote student engagement in online courses.

Nursing Faculty Experiences Transitioning to a Virtual DNP Residency During COVID-19.

BACKGROUND: The COVID-19 pandemic created many academic challenges. Shelter in place orders forced educational institutions to move on-ground learning to an online format. This necessitated transitioning traditional in-person events such as nursing residency to a virtual occurrence. Currently, there is a paucity of research to assist with transition to the virtual environment. OBJECTIVES: The purpose of this study was to explore faculty experiences transitioning to a virtual Doctor of Nursing Practice residency. METHODS: A qualitative descriptive design was used to explore faculty experiences with virtual residency. The sample included 11 nursing faculty. Data collection consisted of answering demographic and open-ended questions through an anonymous survey. RESULTS: Content analysis revealed two themes: (1) Essence of Residency was Missing and (2) Virtual Residency was an Acceptable Alternative. CONCLUSION: Based on these themes, recommendations for virtual residency improvement were identified that would be beneficial to both faculty and students, providing a better environment and enhanced virtual experience. IMPLICATIONS FOR NURSING: Results from this research begin building a foundation of knowledge for best practices when creating an academic nursing virtual event. Recommendations focus on ways to form a better virtual community, promote a relaxed scholarly environment, and uphold academic standards.

Experience of an 8-Week Online Mindfulness Intervention for Nursing Students: Qualitative Findings.

BACKGROUND: Nurses returning to school often have stressors of work, family, and other obligations. Strategies are needed to mitigate the additional stress and promote academic success. Mindfulness is one proposed strategy. PURPOSE: The purpose was to explore the experience of students participating in an 8-week mindfulness intervention. METHODS: A mixed-methods descriptive study used an emailed survey link with 13 open-ended questions at intervention completion. Interpretive description guided the qualitative analysis. Participant retention, reported practice frequency, and written feedback were analyzed for feasibility and acceptability. RESULTS: Twenty-six participants completed the survey. Time commitment, increased awareness, focus and concentration, and enhanced coping were identified themes. Findings supported the impact of mindfulness on student stress, anxiety and cognition, as well as acceptability and feasibility. CONCLUSIONS: An online mindfulness program appeared effective, feasible, and acceptable. Qualitative findings informed the quantitative outcomes. Nursing faculty can impact student stress and academic success through mindfulness with their teaching.

Developing Executive Nurse Leaders: Exemplar for Using Information Technology to Bolster Professional Role Development of BSN-DNP Students.

BACKGROUND: Universities are offering a Bachelor of Science in Nursing (BSN) to Doctor of Nursing Practice (DNP) track to meet the demands of complex health systems by preparing nurses to lead change. Curriculums developed for the adult learner may benefit from adding supplemental resources to prepare nurses with limited leadership experience for their future roles. OBJECTIVE: Support the development of executive leadership skills of BSN-DNP students. METHODS: Faculty at a Western Pennsylvania university used the existing learning management system (LMS) to create a nursing leadership site. Practice competencies described by professional organizations were used as the framework for identifying best practice resources. RESULTS: A supplemental site serving as a repository of information for students was successfully developed. Students were encouraged to access the site to augment their learning on professional competencies. CONCLUSIONS: Developing an online support site via the university LMS was a creative solution for providing supplemental professional development content to best prepare future nurse executive leaders. IMPLICATIONS FOR NURSING: Faculty teaching in streamlined academic programs can provide additional content based on professional standards to students using innovative and interactive methods. Promoting further development of executive leadership skills may bolster program strength and influence future nurse leaders.

Effect of mindfulness meditation on short-term weight loss and eating behaviors in overweight and obese adults: A randomized controlled trial.

Background There is a significant health crisis with rates of obesity continuing to increase despite research and clinical standard behavioral weight loss programs (SBWP). Mindfulness meditation (MM), with demonstrated benefits on physical, psychological health, and self-regulation behaviors was explored with SBWP. Methods Forty-six adults (BMI=32.5±3.7 kg/m2; age=45.2±8.2 years, 87 % female, 21.7 % African American) were randomly assigned to a 6-month SBWP only (n=24) or SBWP+MM (n=22) at a university-based physical activity and weight management research center in a northeastern US city. Participants were instructed to decrease intake (1200-1500 kcal/day), increase physical activity (300 min/wk), and attend weekly SBWP or SBWP+MM sessions. SBWP+MM had the same SBWP lessons with addition of focused MM training. Outcome measures collected at 0, 3, and 6 months included: weight, Block Food Frequency Questionnaire, Eating Behavior Inventory, Eating Inventory and Paffenbarger Physical Activity Questionnaire. Data were analyzed using linear mixed modeling for efficacy analysis of weight (primary) and eating, exercise and mindfulness (secondary outcomes). Results Retention rate was 76.1 % (n=35). A significant group by time interaction (p=0.03) was found for weight, with weight loss favoring SBWP+MM (-6.9 kg+2.9) over SBWP (-4.1 kg+2.8). Eating behaviors (p=0.02) and dietary restraint (p=0.02) improved significantly in SBWP+MM, compared to SBWP. MM enhanced weight loss by 2.8 kg potentially through greater improvements in eating behaviors and dietary restraint. Conclusions These findings support further study into the use of MM strategies with overweight and obese adults. The use of this low-cost, portable strategy with standard behavioral interventions could improve weight management outcomes.

Incivility in the Online Classroom: A Guide for Policy Development.

The growth of online education has created a learning environment that permits nontraditional students the opportunity for degree completion without the burden of relocation. Given the shortage of nurses at all educational levels, many institutions of higher learning have created online programs to meet the needs of both the student and the profession as a whole. Although convenient for the student and beneficial for the nursing profession, the online learning environment can present numerous challenges. Among these challenges are acts of student incivility-creating a difficult work environment for faculty and, at times, negatively affecting other students. Therefore, the purpose of this article is to review problems associated with student incivility and share the experience in creating as well as implementing a professionalism policy that addresses student incivility. Recommendations for policy creation are summarized.

Exploring The effects Of An online asynchronous mindfulness meditation intervention with nursing students On Stress, mood, And Cognition: A descriptive study.

BACKGROUND: Nurses returning to school while working, raising families, and maintaining other roles, can experience stress, mood changes and cognition disturbance that negatively impact their academic success. OBJECTIVES: To explore the effect of an online mindfulness meditation intervention with distance nursing students on stress, mood and cognition. DESIGN: A 24 week descriptive study. SETTINGS: An 8 week online intervention was offered to all undergraduate and graduate nursing students, of three nursing programs of a middle-sized university in mid-Atlantic US. PARTICIPANTS: A total of 26 nursing students completed the study. METHODS: An 8 week online, asynchronous mindfulness intervention was provided through the learning management system with a 16 week follow-up. OUTCOMES MEASURES: Perceived Stress Scale (PSS), Hospital Anxiety and Depression Scale (HADS), and Attention Network Test (ANT). RESULTS: Stress was significantly reduced (F(2,24)=4.163, p=.019). A decreasing trend for anxiety was noted with significant difference between time points (F(1,23)=6.889, p=.015) when practice frequency was weekly to daily. Cognition: ability to shift attention, attention selection, concentration, and accuracy improved. CONCLUSION: Findings from this study may illuminate the usefulness of a mindfulness based stress reduction program offered to distance nursing students. Further studies are needed to better demonstrate the effectiveness of the intervention.

Uncovering the Golden Veil: Applying the Evidence for Telephone Screening to Detect Early Postpartum Depression.

Postpartum depression (PPD) is often detected later than symptom onset, or even undetected, because of lack of prompt or adequate screening. An evidence-based PPD screening protocol using a telephone-based format within a primary care practice was developed to identify symptoms and initiate treatment between 2 and 3 weeks postpartum. The Edinburgh Postnatal Depression Scale was used, with positive screens referred for provider and support services, and then tracked for follow-through. Fifty-two percent of women screened positive. Sixty-four percent accepted both provider and support referrals, with 89% follow-through with provider referrals and 78% follow-through with support referrals. Outcomes support early screening for PPD using a telephone-based format to effectively identify symptoms and acceptance of referrals by participants.

Effectiveness of a physical activity and weight loss intervention for middle-aged women: healthy bodies, healthy hearts randomized trial.

BACKGROUND: Physical inactivity is a significant risk factor for cardiovascular disease and remains highly prevalent in middle-aged women. OBJECTIVE: We hypothesized that an interventionist-led (IL), primary-care-based physical activity (PA) and weight loss intervention would increase PA levels and decrease weight to a greater degree than a self-guided (SG) program. DESIGN: We conducted a randomized trial. PARTICIPANTS: Ninety-nine inactive women aged 45-65 years and with BMI ≥ 25 kg/m(2) were recruited from three primary care clinics. INTERVENTIONS: The interventionist-led (IL) group (n = 49) had 12 weekly sessions of 30 min discussions with 30 min of moderate-intensity PA. The self-guided (SG) group (n = 50) received a manual for independent use. MAIN MEASURES: Assessments were conducted at 0, 3, and 12 months; PA and weight were primary outcomes. Weight was measured with a standardized protocol. Leisure PA levels were assessed using the Modifiable Activity Questionnaire. Differences in changes by group were analyzed with a t-test or Wilcoxon rank-sum test. Mixed models were used to analyze differences in changes of outcomes by group, using an intention-to-treat principle. KEY RESULTS: Data from 98 women were available for analysis. At baseline, mean (SD) age was 53.9 (5.4) years and 37 % were black. Mean weight was 92.3 (17.7) kg and mean BMI was 34.7 (5.9) kg/m(2). Median PA level was 2.8 metabolic equivalent hours per week (MET-hour/week) (IQR 0.0, 12.0). At 3 months, IL women had a significantly greater increase in PA levels (7.5 vs. 1.9 MET-hour/week; p = 0.02) than SG women; there was no significant difference in weight change. At 12 months, the difference between groups was no longer significant (4.7 vs. 0.7 MET-hour/week; p = 0.38). Mixed model analysis showed a significant (p = 0.048) difference in PA change between groups at 3 months only. CONCLUSIONS: The IL intervention was successful in increasing the physical activity levels of obese, inactive middle-aged women in the short-term. No significant changes in weight were observed.