Resilience and mindfulness in nurse training on an undergraduate curriculum
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Abstract
Purpose. The aim is to investigate what relationships exist between resilience and mindfulness in undergraduate nurse training and how these might contribute to well-being. Design and Methods. One hundred and six students participated in this cross-sectional study. Multivariate and bivariate procedures were utilized to assess the differences between students' demographics, academic resilience and mindfulness. Findings. The findings suggested that acceptance and attention within mindfulness were important for resilience. Students who had higher levels of academic resilience also had higher indexes of mindfulness. Practice Implications. A key implication is that learning and practice areas should ensure that well-being, mindfulness and resilience literacy are key issues for students in training. This is at a time when mental health support and staff retention are foremost in policymakers’ minds.Citation
Mitchell, A., E., P. (2020). Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspective in Psychiatric Care. https://doi.org/10.1111/ppc.12714Publisher
WileyJournal
Perspectives in Psychiatric CareAdditional Links
https://onlinelibrary.wiley.com/toc/17446163/0/0Type
ArticleDescription
This is the peer reviewed version of the following article: Mitchell, A., E., P. (in press/forthcoming). Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspective in Psychiatric Care. which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingEISSN
1744-6163ae974a485f413a2113503eed53cd6c53
10.1111/ppc.12714
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