Implementing a Remote Synchronous Mindfulness Program for Master of Science in Speech-Language Pathology Students: Preliminary Findings

Abstract

Purpose: The purpose of this study was to explore outcomes of a remote synchronous mindfulness program (RSMP) for Master of Science in Speech-Language Pathology (MS-SLP) students. Method: Twenty-nine MS-SLP students initially enrolled in the program and completed the pretest, which consisted of demographic questions, the Perceived Stress Scale (PSS-10), and open-ended questions about mindfulness. The posttest, which was completed by 26 participants, included the PSS-10 and additional open-ended questions. Data generated by three questions on benefits and challenges of the program were analyzed using thematic analysis procedures. Pre- and posttest PSS-10 scores for 24 participants were calculated and statistically analyzed. Results: Three major themes that arose from the pretest data question about expected benefits were “Stress Reduction,” “Mental and Physical Health Improvements,” and “Personal and Professional Development.” The posttest data, generated from an open-ended question about perceived benefits, gave rise to three themes: “Internal Growth,” “Calming Strategies,” and “Knowledge of Mindfulness Practice.” Posttest data about the challenges of practicing mindfulness yielded four themes: “Racing mind,” “Scheduling,” “Pervasiveness of anxiety and stress,” and “Finding a quiet place at home.” No statistically significant differences were found between the PSS-10 scores before and after participation in this study. Conclusions: These findings suggest that the MS-SLP students who engaged in the RSMP experienced comparable outcomes to communication sciences and disorders (CSD) students who participated in face-to-face mindfulness programs. Therefore, the remote modality may be a viable option for providing mindfulness practice as a mental health resource for CSD students.