Mindfulness in allied health and social care professional education: a scoping review

Kinsella, Elizabeth Anne; Smith, Kirsten Sarah; Bhanji, Saara; Shepley, Rachelle; Modor, Andreja; Bertrim, Andrew

doi:10.1080/09638288.2018.1496150

Cited by 28 publications

(26 citation statements)

References 92 publications

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“…Recent literature highlighted how subject structures influence the course of cure ( Eglinton and Chung, 2011 ; Lomas et al, 2019 ; Conversano et al, 2020a ; Kinsella et al, 2020 ), with particular reference to compassion ( McNally et al, 2019 ; Merlo et al, 2020a , b ).…”

Section: Discussionmentioning

confidence: 99%

The Role of Suppression and the Maintenance of Euthymia in Clinical Settings

et al. 2021

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Background: Defense mechanisms serve as mediators referred to the subjects’ attempt to manage stressors capable of threatening their integrity. Mature defense mechanisms represent the high adaptive group, including suppression, which allows the subject to distance disturbing contents from consciousness. In line with general defensive intents, suppression would preserve stable mood states, as in the case of euthymia. Clinical issues usually disturb homeorhesis, so that the study of subjects’ suppressive tendencies would suggest possible existing relations among defense mechanisms, mood states, and clinical issues. The study highlighted the significant existing relations among factors such as suppression, euthymia, mood states, and clinical psychological phenomena.Methods: The observation group was composed of 150 participants, 51 males (34%) and 99 females (66%), aged from 25 to 30 years old, with a mean age of 26.63 years old (SD = 1.51). The study was conducted through the use of measures related to subjects’ characteristics, euthymia, psychological flexibility and psychological well-being (Euthymia Scale), suppression (Suppression Mental Questionnaire), well-being (Who-5), and compassion (ProQol-5).Results: The performed analyses consisted of descriptive statistics, correlations, differences, and regressions among the considered variables. Starting from the first hypothesis, SMQ factors appeared to be significantly and positively correlated with Euthymia factors, rather than Regression in the Ego service (-). In line with the previous result, significant and positive correlations emerged among SMQ and Well-being (WHO-5) variables, maintaining an inverse relation with Regression in the Ego service. Significant differences emerged between male and female groups concerning SMQ total score and rationalization, with higher male group scores. Finally, significant dependencies emerged among the selected predictors (SMQ variables) and Compassion satisfaction.Conclusion: The emerged results highlighted significant relations among the considered variables so that it was possible to highlight the common directions assumed by suppression variables, well-being, and euthymia. Moreover, suppression appeared as a significant predictor with a causal role in clinical satisfaction. The results that have emerged allow us to consider defenses through an empirical perspective, useful to suggest an extension to other groups, phenomena, and conditions.

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Section: Discussionmentioning

confidence: 99%

The Role of Suppression and the Maintenance of Euthymia in Clinical Settings

et al. 2021

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“…Incorporating MM into higher education has been shown to promote student mental health (Waters et al, 2015). As mentioned, decreased levels of stress, anxiety, and depression have been found as benefits of using MM in the classroom (Kinsella et al, 2018;McConville et al, 2017;Schwind et al, 2017). Additionally, Lindsay and colleagues (2018) found that mindfulness training positively impacts resilience and life satisfaction and reduces negative thoughts.…”

Section: Mindfulness Meditation and Student Transitionsmentioning

confidence: 99%

“…Creating a supportive university learning climate can help students navigate the various transitions associated with undertaking higher education, contributing to student retention and success (Coertjens et al, 2017;Gibson et al, 2018;van Herpen et al, 2019;McInnis, 2010;Meehan & Howells, 2018;Hussey & Smith, 2010). Students in higher education may experience high levels of stress due to balancing academic workloads and other responsibilities (Kinsella et al, 2018;McConville et al, 2017;Schwind et al, Mindfulness Meditation and Student Transitions 259 2017). Given that stress and anxiety associated with the transition to university can result in negative experiences, higher education should consider going beyond teaching cognitive skills to include developing the tools for emotional well-being (Crowley & Munk, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Recently, MM has been increasingly employed in higher education, with practices ranging from brief meditations at the beginning of a class to MM being fully integrated as a core part of the curriculum (McConville et al, 2017). Benefits of MM in the classroom include decreased stress, anxiety, and depression; and improved attention, self-efficacy, and empathy (Kinsella et al, 2018;McConville et al, 2017;Schwind et al, 2017). Further, a review on school-based meditation noted MM was also associated with decreased blood pressure and improved social skills, academic performance, and behavioural and emotional functioning (Wisner et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

MacQuarrie¹,

Blinn²,

MacLellan³

et al. 2021

CJE/RCE

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The purpose of this research was to explore student perceptions of mindfulness meditation (MM) in an introductory health promotion course, and how the use of MM during class might relate to the transitions experienced by students. Qualitative data collection took place through an online survey and in-person interviews. Data were analyzed using thematic analysis. Four key themes were identified from this research. First, that MM facilitates a sense of peace and calm; second, that MM encourages students to focus; third, MM helps promote student mental health; and finally, MM positively changes the classroom environment. Challenges and recommendations were also described. Keywords: mindfulness, meditation, university, transitions

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“…For medical students, we should attach importance to humanistic education and appropriately increase the training courses of psychological knowledge or empathic communication skills.. Moreover, research points out that simulated games, role-playing, Balint groups, standardized patients, narrative medicine, mindfulness training, feedback training, scenario simulation, group discussions, video viewing and analysis, material reading, lectures, etc [1,[46][47][48][49]. can effectively improve the empathy of medical providers.…”

mentioning

confidence: 99%

Patient's Perceived Empathy Can Predict Doctor-patient Relationship in Medical Interaction

Han

Liu

et al. 2021

Preprint

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Objective To explore the relationship among patient perception of doctors' empathy, doctor-patient communication, and doctor-patient relationship.Methods From November 2019 to April 2020, we used the CARE scale, the SEGUE framework and the PDRQ-15 scale to survey 3,039 patients from 14 provinces in China, ranging in age from 18 to 92 years old.Results 1. The age of the patient, the level and type of hospital, the length of consultation, and the presence or absence of verbal and physical conflict have significant differences in the scores of perceived empathy; 2. There was a significantly positive correlation among patient's perceived empathy, doctor-patient communication, and the doctor-patient relationship (r = 0.65 ~ 0.75, p < 0.001). 3. The patient's perception of doctor empathy can not only directly predict doctor-patient relationship (β = 0.75, p < 0.001), but also influence doctor-patient relationship through the mediating effect of doctor-patient communication (β = 0.56, p < 0.001). Besides, the scores of CARE can effectively explain the variation of each stage of doctor-patient communication skills (R2 = 0.28 ~ 0.37) and the satisfaction (52%) and approachability (54%) of the doctor-patient relationship scale.Conclusion The age of the patient, the type and level of the hospital, and the consultation time affected perceived empathy. Doctor-patient communication plays a partial mediating effect in the influence of empathy on the doctor-patient relationship.Practice implications: Medical institutes should improve the medical environment and carry out humanistic education and patient-centered communication skills training for doctors. These approaches will enhance patients' perceived empathy and therefore improve the doctor-patient relationship.

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Mindfulness in allied health and social care professional education: a scoping review

Cited by 28 publications

References 92 publications

The Role of Suppression and the Maintenance of Euthymia in Clinical Settings

The Role of Suppression and the Maintenance of Euthymia in Clinical Settings

Starting from the Same Spot: Exploring Mindfulness Meditation and Student Transitions in the Introductory Health Promotion Classroom

Patient's Perceived Empathy Can Predict Doctor-patient Relationship in Medical Interaction

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