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