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- Publisher Website: 10.1016/j.nedt.2023.106039
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Article: Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study
Title | Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study |
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Authors | |
Keywords | Clinical education Clinical learning Mindfulness Nursing education Peer-assisted learning |
Issue Date | 9-Jan-2024 |
Publisher | Elsevier |
Citation | Nurse Education Today, 2024, v. 132 How to Cite? |
Abstract | Introduction: Nursing students can find clinical learning to be challenging, unpredictable and stressful. To address this problem, this study integrated Mindfulness into Peer-assisted Learning (PAL) for nursing clinical education and investigated the feasibility and effectiveness on improving student participants' emotional reactions, and explored the perception and experience towards the programme. Method: This quasi-experimental, repeated-measure, mixed methods study was conducted in a convenience sample of 126 Year 2 and Year 3 university nursing students. The participants engaged in an online mindfulness peer-assisted learning (PAL) programme that consisted of mindfulness practice, senior students sharing their experiences, and peer-assisted group learning. Emotional status (in terms of depression, anxiety and stress), burnout and self-efficacy were measured at baseline, 8 weeks after programme commencement and immediately after programme completion. Linear mixed-effects models and an intention-to-treat analysis were used to investigate changes in the dependent variables over time. Thirty-nine participants were also invited to engage in semi-structured interviews to explore their learning experiences in the programme. Results: The programme significantly improved the participants' self-reported self-efficacy (β = 1.44, 95 % confidence interval (CI): 0.58 to 2.30, p = 0.001) and decreased their level of burnout (β = -2.31, 95 % CI: -3.24 to -1.38, p < 0. 001) but did not significantly alleviate their depression, anxiety or stress across time (p > 0.05). Three themes emerged from the qualitative data, namely 1) nurturing self-care capacity through mindfulness; (2) empowering essential skills for clinical placement; (3) maintaining momentum alongside various challenges and enablers. Conclusion: The mindfulness PAL programme may facilitate nursing students' clinical preparedness. Further trials are recommended to investigate its applicability and use in clinical nursing education. |
Persistent Identifier | http://hdl.handle.net/10722/339641 |
ISSN | 2023 Impact Factor: 3.6 2023 SCImago Journal Rankings: 1.091 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lam, Angie Ho Yan | - |
dc.contributor.author | Ho, Lorraine Man Ki | - |
dc.contributor.author | Lam, Stanley Kam Ki | - |
dc.contributor.author | Chan, Claudia Kor Yee | - |
dc.contributor.author | Chan, Maggie Mee Kie | - |
dc.contributor.author | Pun, Maggie Wai Ming | - |
dc.contributor.author | Wang, Kelvin Man Ping | - |
dc.date.accessioned | 2024-03-11T10:38:11Z | - |
dc.date.available | 2024-03-11T10:38:11Z | - |
dc.date.issued | 2024-01-09 | - |
dc.identifier.citation | Nurse Education Today, 2024, v. 132 | - |
dc.identifier.issn | 0260-6917 | - |
dc.identifier.uri | http://hdl.handle.net/10722/339641 | - |
dc.description.abstract | <p><strong>Introduction: </strong>Nursing students can find clinical learning to be challenging, unpredictable and stressful. To address this problem, this study integrated Mindfulness into Peer-assisted Learning (PAL) for nursing clinical education and investigated the feasibility and effectiveness on improving student participants' emotional reactions, and explored the perception and experience towards the programme.</p><p><strong>Method: </strong>This quasi-experimental, repeated-measure, mixed methods study was conducted in a convenience sample of 126 Year 2 and Year 3 university nursing students. The participants engaged in an online mindfulness peer-assisted learning (PAL) programme that consisted of mindfulness practice, senior students sharing their experiences, and peer-assisted group learning. Emotional status (in terms of depression, anxiety and stress), burnout and self-efficacy were measured at baseline, 8 weeks after programme commencement and immediately after programme completion. Linear mixed-effects models and an intention-to-treat analysis were used to investigate changes in the dependent variables over time. Thirty-nine participants were also invited to engage in semi-structured interviews to explore their learning experiences in the programme.</p><p><strong>Results: </strong>The programme significantly improved the participants' self-reported self-efficacy (β = 1.44, 95 % confidence interval (CI): 0.58 to 2.30, p = 0.001) and decreased their level of burnout (β = -2.31, 95 % CI: -3.24 to -1.38, p < 0. 001) but did not significantly alleviate their depression, anxiety or stress across time (p > 0.05). Three themes emerged from the qualitative data, namely 1) nurturing self-care capacity through mindfulness; (2) empowering essential skills for clinical placement; (3) maintaining momentum alongside various challenges and enablers.</p><p><strong>Conclusion: </strong>The mindfulness PAL programme may facilitate nursing students' clinical preparedness. Further trials are recommended to investigate its applicability and use in clinical nursing education.</p> | - |
dc.language | eng | - |
dc.publisher | Elsevier | - |
dc.relation.ispartof | Nurse Education Today | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Clinical education | - |
dc.subject | Clinical learning | - |
dc.subject | Mindfulness | - |
dc.subject | Nursing education | - |
dc.subject | Peer-assisted learning | - |
dc.title | Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study | - |
dc.type | Article | - |
dc.identifier.doi | 10.1016/j.nedt.2023.106039 | - |
dc.identifier.scopus | eid_2-s2.0-85177189909 | - |
dc.identifier.volume | 132 | - |
dc.identifier.isi | WOS:001124710100001 | - |
dc.identifier.issnl | 0260-6917 | - |