Resilience and mindfulness in nurse training on an undergraduate curriculum
AbstractPurpose. 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.
CitationMitchell, A. E. P. (2021). Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspective in Psychiatric Care, 57(3), 1474-1481. https://doi.org/10.1111/ppc.12714
JournalPerspectives in Psychiatric Care
DescriptionThis is the peer reviewed version of the following article: Mitchell, A. E. P. (2021). Resilience and mindfulness in nurse training on an undergraduate curriculum. Perspectives in Psychiatric Care, 57(3), 1474-1481 which has been published in final form at [https://doi.org/10.1111/ppc.12714]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving
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