Care for the Caregiver: Evaluation of Mind-Body Self-Care for Accelerated Nursing Students

Stress affects the well-being of both nursing students and the individuals with whom they work. With the theory of cognitive appraisal as a framework for this study, it is proposed that mind-body self-care strategies promote stress management by stabilization of emotions. Outcomes will be a percepti...

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Bibliographic Details
Published in:	Holistic nursing practice Vol. 30; no. 3; pp. 148 - 154
Main Authors:	Drew, Barbara L, Motter, Tracey, Ross, Ratchneewan, Goliat, Laura M, Sharpnack, Patricia A, Govoni, Amy L, Bozeman, Michelle C, Rababah, Jehad
Format:	Journal Article
Language:	English
Published:	United States Copyright Wolters Kluwer Health, Inc. All rights reserved 01-05-2016 Lippincott Williams & Wilkins Ovid Technologies
Subjects:	Adult Caregivers College students Emotions Female Holistic Nursing - education Humans Intervention Male Middle Aged Mind-Body Therapies Nursing Nursing education Self Care Stress Stress, Psychological - psychology Stress, Psychological - therapy Students, Nursing - psychology Students, Nursing - statistics & numerical data Young Adult United States > US
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Summary:	Stress affects the well-being of both nursing students and the individuals with whom they work. With the theory of cognitive appraisal as a framework for this study, it is proposed that mind-body self-care strategies promote stress management by stabilization of emotions. Outcomes will be a perception of less stress and more mindful engagement with the environment. Objective of the study was to describe an evaluation of student perceived stress and mindfulness to 1-hour per week of class time dedicated to mind-body self-care (yoga, mindful breathing, Reiki, and essential oil therapy). It was a quasi-experimental study; data collection took place at 4 time points. Participants were entry-level accelerated nursing students from 3 US universities50 in the treatment group, 64 in the comparison group. Data included health-promoting practices using Health-Promoting Promotion Lifestyle Profile II as a control variable, stress and mindfulness (Perceived Stress Scale [PSS] and Mindful Attention Awareness Scale [MAAS]), and demographic information; analysis using mixed-design repeated-measures analysis of variances. There was a statistically significant interaction between intervention and time on PSS scores, F(3, 264) = 3.95, P = .009, partial η = 0.043, with PSS scores of the intervention group decreasing from baseline to T3 when intervention ended whereas PSS scores of the comparison group increased from baseline. The average scores on the MAAS did not differ significantly. Evaluation of an embedded mind-body self-care module in the first nursing course demonstrated promising improvements in stress management. The findings support the appropriateness of integrating mind-body self-care content into nursing curricula to enhance studentsʼ ability to regulate stress.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 ObjectType-Article-2 ObjectType-Feature-1
ISSN:	0887-9311 1550-5138
DOI:	10.1097/HNP.0000000000000140