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Institution of a mindfulness program to improve nurse anesthesia students' self-efficacy, coping skills, and stress management
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Padden, Adrienne & Mathew, Janice. Institution of a mindfulness program to improve nurse anesthesia students' self-efficacy, coping skills, and stress management. Retrieved from https://doi.org/doi:10.7282/t3-6w3y-8v97

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TitleInstitution of a mindfulness program to improve nurse anesthesia students' self-efficacy, coping skills, and stress management
NamePadden, Adrienne (author); Mathew, Janice (author); McLaughlin, Michael (chair); McCartney Anderson, Maureen (co-chair); Padden, Adrienne (internal member); Rutgers University; School of Nursing - RBHS
Date Created2020
Other Date2020-05 (degree)
SubjectStudent registered nurse anesthetist, Nurse Anesthesia, Nursing students, Healthcare providers, Burnout, Stress, Stress management, Self-efficacy, Wellness, Mindfulness intervention, Meditation, Diaphragmatic breathing, Mindful walking, Mindful eating
Extent1 online resource (72 pages) : illustrations
DescriptionPurpose of Project: Research shows that student registered nurse anesthetists (SRNA) are exposed to harmful levels of stress during nurse anesthesia programs. Stress has negative physical and psychological effects that impacts a SRNAs self-efficacy and coping skills in the didactic and clinical settings. Literature shows that the implementation of mindfulness techniques in other student populations has been successful in resisting stress’ negative effects. This prospective, qualitative, pilot study was done to ascertain if the application of a mindfulness program will have a beneficial effect on SRNA self-efficacy, coping skills, and stress.

Methodology: Second year SRNAs’ (n = 22) baseline levels of self-efficacy, mindfulness, and stress were measured using adapted versions of the General Self- Efficacy Scale (GSE), Cognitive and Affective Mindfulness Scale-Revised (CAMS-R), and Perceived Stress Scale (PSS). The mindfulness program was implemented. It comprised of a lecture about mindfulness and was followed by practicing its’ various techniques. Post- and post post-intervention surveys were completed by participants immediately after the program and 2 months afterwards.

Results: Bivariate analysis was done using the Wilcoxon signed rank test to compare pre- with post- and pre- with post post-intervention surveys. Post- and post post- GSE, CAMS-R scores increased, while PSS decreased. Results showed pre- with post- and pre- with post post- intervention scores for CAMS-R and PSS to be statistically significant (p < 0.05) and GSE (p > 0.05) as not statistically significant.

Implications for Practice: Results support that the implementation of a mindfulness program has beneficial effects for SRNAs especially with the improvement of mindfulness and stress.
NoteDNP
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-6w3y-8v97
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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