Arthur, Meagan EVALUATING MINDFULNESS IN THE CLASSROOM: DECREASING NURSING STUDENT PERCEIVED STRESS. 2022. Radford University, Doctoral Capstone Project. Radford University Scholars' Repository.
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Abstract
Abstract In a time in the world where personal stress is at a peak, there is a heavier emphasis in society on reducing stress through various means such as meditation, guided imagery, journaling, and mindfulness. Given the increased stress that students are experiencing, whether related to the intense nature of an undergraduate nursing program, the COVID-19 pandemic, or a combination of both, nursing students in particular may benefit from implementation of mindfulness techniques in the classroom. For this study, participants were randomly assigned to either an experimental group that listened to a mindfulness intervention recording or a control group that listened to a guided breathing exercise. Prior to the start of the study, students filled out a survey that contained both the Perceived Stress Scale (PSS; Cohen et al., 1983) and the Mindful Awareness Attention Scale (MAAS; Brown & Ryan, 2003). At the conclusion of the study, students were given a post-survey that addressed the exact same PSS and MAAS questions. Post-study scores between groups were compared and there was no difference in mindfulness between the intervention and control group. There was also no evidence that mindfulness had any effect on perceived stress. However, when comparing boxplots of combined (whole class) PSS scores, PSS scores at the end of the semester appeared to be lower than the class average at the beginning of the semester. Due to the post-test design, this could not be analyzed statistically, but this is a topic for further exploration. Last, student exam grades were also analyzed to determine if the intervention group displayed higher exam averages than the control group and there were no differences noted. Keywords: mindfulness, stress, classroom, nursing
| Item Type: | Doctoral Capstone Project |
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| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education |
| Divisions: | Radford University > School of Nursing |
| Date Deposited: | 28 Jun 2022 14:32 |
| Last Modified: | 19 Apr 2023 16:52 |
| URI: | http://wagner.radford.edu/id/eprint/860 |
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