Physical Therapists’ Perceptions of Mindfulness for Stress Reduction: An Exploratory Study

Willgens, Annette M.; Craig, Shona; DeLuca, Monique; DeSanto, Cali; Forenza, Annmarie; Kenton, Tyler; Previte, Elizabeth; Woytovich, Courtney; Yakimec, Gregory

doi:10.1097/00001416-201630020-00009

Cited by 5 publications

(2 citation statements)

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“…Most of our participants strongly agreed or agreed that mindfulness practices are important for self-care, and they somewhat agreed, agreed, or strongly agreed that these practices are important for patient or client care. These findings are comparable to the literature 15,18,28,29 on health care professionals' positive perceptions of mindfulness practices. Furthermore, the top 3 mindfulness practices (Table 3) used by our participants (yoga; meditation; and progressive relaxation, breathing, or body-scanning techniques) are consistent with national trends in mindfulness use.…”

Section: Discussionsupporting

confidence: 86%

“…14 Mindfulness practices have been associated with positive outcomes for health care professionals in regard to burnout, [13][14][15] anxiety, 13,15 and stress. [15][16][17][18] Researchers 19,20 suggested that the health care professional's personal use of mindfulness practices fosters empathy, compassion, and enhanced communication, which can thereby improve patient outcomes. Mindfulness has been proposed as essential to professional competence because it reduces the clinician's psychological distress and promotes greater regulation of emotions, resulting in clearer decision making and fewer medical errors.…”

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Mindfulness Matters: Use and Perceptions of Mindfulness Practices Among Athletic Trainers

Goodman

Howard

2021

Journal of Athletic Training

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Context: Mindfulness practices are effective for injury/illness recovery, decreasing stress and anxiety, and strengthening emotional resilience. They are also beneficial for healthcare professionals' well-being and improved patient outcomes and safety. However, mindfulness has not been studied in athletic trainers. Objective: To investigate athletic trainers' utilization of mindfulness practices and their perceptions on its importance for self- and patient/client-care. Design: Cross-sectional study. Setting: All athletic training practice settings. Patients and Other Participants: A total of 547 athletic trainers who are currently practicing completed the survey. Main Outcome Measure(s): We developed an 18-item survey that measured utilization (1(Never) to 6(Very Frequently)) and perceptions (1(Strongly Disagree) to 7(Strongly Agree)) of mindfulness practices. Mann-Whiney U or Kruskal-Wallis tests with post-hoc pairwise comparisons were performed to assess differences in utilization (p<0.05). A related samples Wilcoxon-signed-rank test was performed to assess differences in participants' perceptions between self- and patient/client-care. Results: Overall, 86% (n=471) of respondents reported participating in some form of mindfulness practice with females (Median(IQR) 4(2-5) vs. 3(2–4);p<0.002), those not in a committed relationship (4(2-5) vs. 3(2-4);p=0.048), and those without children in the home (4(2-5) vs. 3(2-4);p=0.040) reporting the highest frequency of use for self-care. Females (4(2-4) vs. 3(2-4);p<0.001), those without children in the home (3(2-4) vs. 3(2-4);p=0.036), and those in emerging (4(2-4);p=0.003) or collegiate settings (3(2-4);p=0.006) most frequently incorporated mindfulness into patient/client-care. Overall, frequency of use for self-care was higher than for patient/client-care (4, ‘occasionally' (2-4) vs. 3, ‘rarely' (2-4);p<0.001). Mindfulness practices were perceived as more important for self- than patient/client-care (6(5-7) vs. 5(5-6); p<0.001). Conclusions: Athletic trainers perceived mindfulness practices as more important for personal well-being and they utilized it, albeit occasionally, more for self-than for patient/client-care. Differences in gender, relationship status, children and setting were observed. Mindfulness-based interventions on athletic trainer well-being and patient-centered care and implementation barriers should be explored.

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Section: Discussionsupporting

confidence: 86%

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confidence: 99%

Mindfulness Matters: Use and Perceptions of Mindfulness Practices Among Athletic Trainers

Goodman

Howard

2021

Journal of Athletic Training

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The Effects of Teaching Mindfulness on Stress in Physical Therapy Students – A Randomized Controlled Trial

Kindel

Rafoth

2020

Health Professions Education

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First-Year Doctor of Physical Therapy Students Demonstrate Change in Coping With Stress

Veld

Slaven

Reynolds

et al. 2018

JOPTE

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Background and Purpose. Admission to a Doctor of Physical Therapy (DPT) program has traditionally required a determined cognitive level with less emphasis being placed on noncognitive attributes. It is now appreciated that many noncognitive factors such as coping self-efficacy, resilience, and emotional intelligence can factor into students' ability to successfully complete a graduate program that presents with increased workload and other demands that can invoke stress. To maximize success, students must be able to effectively cope with these stresses. The first purpose of this study was to determine if a cohort of students enter a DPT program with similar perceptions of their abilities to cope with stress. The second purpose was to determine if perceived coping abilities and specific coping strategies of this cohort changed over the first year of the program. Subjects. Physical therapy students enrolled in the first year of a 3-year DPT program at a Midwestern university were invited to participate. Of this cohort, 29 (60%) responded to the first survey, 23 (79%) of the initial participants completed the second survey, and 19 (65%) completed the third survey. Methods. An electronic survey was sent to these students at the beginning of their first, second, and third semesters. Students completed the survey anonymously. The Coping Self-Efficacy Scale (CSE) was used along with open-ended prompts about students' coping strategies and sources of stress. Repeated-measures analysis of variance (ANOVA) and post hoc paired t tests with Bonferroni correction were used to compare mean CSE scores between each semester. Qualitative content analysis of the responses from the open-ended questions was completed. Results. The mean CSE score from the initial survey was 6.35 (SD ± 0.32). Of the 26 questions in the CSE survey, 19 questions had a variance in score of eight points or more on a 10-point scale. There was a statistically significant difference between CSE scores over the three testing periods as determined by a repeated-measures ANOVA, F(2,50) = 79.19, P < .001). A Bonferroni post hoc test revealed that the differences between CSE scores occurred between all levels of testing (P < .001). Five themes describing active coping strategies and one theme of avoidance strategy emerged in the first round of data collection. In the second and third rounds of data collection, the avoidance strategy theme disappeared and only active strategies were mentioned. Discussion. The ability to cope with stress is an important factor affecting a student's success in an academic program. In this study, there was wide variability in students' perceived ability to cope with stress as determined from the CSE score when entering a DPT program. Statistically significant increases in CSE scores over each subsequent semester indicated improved confidence in coping ability after succeeding despite stressful situations typical of the first year of a DPT program. Qualitative themes from open-ended prompts about coping strategies also supported this conclusion. Findings suggest that planned intervention on the part of academic faculty to further facilitate this growth in coping ability should be considered to increase student success.

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Physical Therapists’ Perceptions of Mindfulness for Stress Reduction: An Exploratory Study

Cited by 5 publications

References 46 publications

Mindfulness Matters: Use and Perceptions of Mindfulness Practices Among Athletic Trainers

Mindfulness Matters: Use and Perceptions of Mindfulness Practices Among Athletic Trainers

The Effects of Teaching Mindfulness on Stress in Physical Therapy Students – A Randomized Controlled Trial

First-Year Doctor of Physical Therapy Students Demonstrate Change in Coping With Stress

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