Evaluation of a Brief Mindfulness Strategy in the Classroom: A Feasibility Study

Authors

  • Jamie Leslie1 , Carolyn R. Smith2 , Myrna K. Little3 , Deborah Jane Schwytzer4 , Jeanine Goodin4 , Matthew C. Rota5 , Greer Glazer6

DOI:

https://doi.org/10.37506/ijone.v12i4.11219

Keywords:

Mindfulness, mindfulness intervention, anxiety, depression, stress.

Abstract

Purpose: The purpose of this quality improvement pilot project was to evaluate preliminary outcomes and
student acceptance of integrating a brief mindfulness strategy in the classroom of a required pre-licensure
nursing course.
Method: A one-group pre- and post-test design was used to pilot a brief mindfulness strategy with prelicensure nursing students during the last six weeks of the term. Outcome measures included anxiety,
depression, and perceived stress. Participation in data collection activities was voluntary. Data were collected
at the beginning (T1), middle (T2), and end of the 14-week term (T3). A focus group was conducted to
gather student acceptance data at the end of the project.
Findings: There was no significant change in outcome measures over time. Recommendations included
introduction of mindfulness early in the prelicensure nursing program, integration of a variety of activities,
and making mindfulness an optional in-class activity.
Conclusion: Mindfulness practices introduced early in pre-licensure programs may assist students with
adoption of strategies to regulate anxiety, depression and perceived stress.

Author Biography

Jamie Leslie1 , Carolyn R. Smith2 , Myrna K. Little3 , Deborah Jane Schwytzer4 , Jeanine Goodin4 , Matthew C. Rota5 , Greer Glazer6

1Assistant Professor Educator, 2Associate Professor, 3Assistant Professor of Clinical, 4Associate Professor of
Clinical, 5Assistant Dean of Technology, 6Dean, Schmidlapp Professor of Nursing and Associate Vice President of
Health Affairs

Published

2020-10-10