Experiences Of Mindfulness Training Research Articles

Emergency Department Nurses' Experiences of a Mindfulness Training Intervention: A Phenomenological Exploration.

Purpose: The purpose of this study was to explore emergency care nurses' experiences of an intervention to increase compassion and empathy and reduce stress through individual mindfulness training delivered via workshops and a smartphone application. We also explored how the nurses felt about the practical and technical aspects of the intervention. Design: Qualitative interview study. Method: Individual interviews were conducted with eight of the 56 participants in the intervention study and used phenomenological analysis to illuminate how they made sense of their lived experiences of mindfulness training. Findings: Three themes illuminated the nurses' experiences: becoming aware, changing through mindfulness, and gaining the tools for mindfulness through workshops and the mobile application. The first two themes expressed personal experiences, whereas the third expressed experiences of the practical and technical aspects of the intervention. Most nurses found the mobile application easy to use and effective. Conclusions: Emergency care nurses can feel that the awareness and changes that come with mindfulness training benefit them, their colleagues, and the patients for whom they care. The findings also provide insights into the challenges of practicing mindfulness in a busy emergency care setting and into the practical aspects of using a smartphone application to train mindfulness.

Mindfulness Promotes a More Balanced Time Perspective: Correlational and Intervention-Based Evidence

ObjectivesTo investigate the relationship between mindfulness and aspects of time perspective (TP, i.e., habitual views of past, present, future).MethodsWe examined cross-sectional associations between an established measure of mindfulness (FFMQ) and an extended version of the Zimbardo Time Perspective Inventory (Swedish ZTPI; S-ZTPI) in a sample with little experience of mindfulness training (n = 212). In addition, we evaluated the effects of two mindfulness-based interventions (a mindfulness instructor course involving 29 participants and a mindful self-compassion program, n = 40 for the intervention group, n = 41 for controls) on mindfulness and measures of TP including an aggregate measure of deviations from a proposed optimal, or balanced, time perspective (DBTP).ResultsCross-sectional data were consistent with a model by which part of the relationship between mindfulness and perceived stress is mediated by reduced DBTP. Global mindfulness scores showed the strongest (negative) associations with the S-ZTPI scales Future Negative and Past Negative. Comparisons of pre/post-intervention data revealed significant mindfulness-based intervention-related reductions of DBTP (Cohen’s d = − 0.46), with lowered scores on Past Negative and Future Negative and a small increase on Past Positive.ConclusionsThe results support the notion that a higher level of mindfulness promotes a more balanced time perspective, with a reduced focus on negative aspects of the past and negative anticipations of the future. Relations to repetitive negative thought processes (rumination, worry) and a potential bidirectional influence of mindfulness and aspects of time perspective are discussed.

Medical Students' Experience of Mindfulness Training in the UK: Well-Being, Coping Reserve, and Professional Development.

Medical school can be a stressful experience for students, resulting in stress-related mental health problems. Policy recommendations from the General Medical Council (GMC), the body responsible for improving medical education in the UK, recommend the use of mindfulness training to increase well-being and resilience to stress. Students participating in an eight-week mindfulness training between Autumn 2011 and Spring 2015 were invited to complete a free text survey at the end of their mindfulness course. In addition, six qualitative interviews were conducted lasting between 60 and 90 minutes. Interviews used a topic guide and were recorded and transcribed verbatim. We used the framework approach to analyse the data. Students reported a new relationship to their thoughts and feelings which gave a greater sense of control and resiliency, an ability to manage their workload better, and more acceptance of their limitations as learners. The small group context was important. Students described improved empathy and communication skills through building inner awareness of thoughts and feelings, noticing judgments, and developing attentive observation. The findings show how resiliency and coping reserve can be developed within medical education and the role of mindfulness in this process. We present a conceptual model of a learnt cycle of specific vulnerability and describe how MBCT intercepts at various junctures in this self-reinforcing cycle through the development of new coping strategies that embrace an “allowed vulnerability.”

A journey through chaos and calmness: experiences of mindfulness training in patients with depressive symptoms after a recent coronary event - a qualitative diary content analysis

BackgroundPsychological distress with symptoms of depression and anxiety is common and unrecognized in patients with coronary artery disease (CAD). Efforts have been made to treat psychological distress in CAD with both conventional methods, such as antidepressant drugs and psychotherapy, and non-conventional methods, such as stress management courses. However, studies focusing on the experiences of mindfulness training in this population are still scarce. Therefore, the aim of this study was to explore immediate experiences of mindfulness practice among CAD patients with depressive symptoms.MethodsA qualitative content analysis of diary entries, written immediately after practice sessions and continuously during an 8-week long Mindfulness Based Stress Reduction course (MBSR), was applied.ResultsTwelve respondents participated in the study. The main category: a journey through chaos and calmness captured the participants’ concurrent experiences of challenges and rewards over time. This journey appears to reflect a progressive development culminating in the harvesting of the fruits of practice at the end of the mindfulness training. Descriptions of various challenging facets of mindfulness practice – both physical and psychological - commonly occurred during the whole course, although distressing experiences were more predominant during the first half. Furthermore, the diary entries showed a wide variety of ways of dealing with these struggles, including both constructive and less constructive strategies of facing difficult experiences. As the weeks passed, participants more frequently described an enhanced ability to concentrate, relax and deal with distractions. They also developed their capacity to observe the content of their mind and described how the practice began to yield rewards in the form of well-being and a sense of mastery.ConclusionsIntroducing MBSR in the aftermath of a cardiac event, when depressive symptoms are present, is a complex and delicate challenge in clinical practice. More nuanced information about what to expect as well as the addition of motivational support and skillful guidance during the course should be given in accordance with the participants’ experiences and needs.Trial registrationThe trial was retrospectively registered in clinicaltrials.gov (registration number: NCT03340948).

Health Care Workers’ Experiences of Mindfulness Training: a Qualitative Review

Evidence is accumulating that mindfulness training is useful in reducing stress for health care workers and may increase the quality of their interactions with patients. To evaluate how health care workers experience mindfulness training, a review was conducted, synthesising published qualitative papers on the experiences of health care workers currently practising or those in clinical training who had attended mindfulness training. A systematic search yielded 14 relevant studies. Quality appraisal using the Critical Appraisal Skills programme tool identified that four studies were of a lower quality, and as they did not contribute uniquely to the analysis, they were omitted from the review. The synthesis describes health care workers’ experiences of overcoming challenges to practice in mindfulness training, such as shifting focus from caring for others to self-care, leading to an experiential understanding of mindfulness and a new relationship to experience. Perceived benefits of mindfulness training ranged from increased personal wellbeing and self-compassion to enhanced presence when relating to others, leading to enhanced compassion and a sense of shared humanity. Outcomes are discussed in terms of training focus and participant motivation, clinical and theoretical implications and avenues for further research.