An Analysis of the Impact and Efficacy of an Online Mindfulness-based Intervention as a Support for First-year University Students.
Wyndham Chalmers, Aiden Carthy, Maria Kenneally, Niamh Bruce, Colm McGuinness, Philip M. O. Owende
AISHE-J June 30, 2023 DOI: 10.62707/aishej.v15i2.727 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 25 |
| Population | First-year university students at Technological University Dublin, Ireland |
| Intervention | Online mindfulness course |
| Duration | Five-week course |
| Topics | Meditation |
| Key findings | A five-week online mindfulness course was linked to decreased perceived stress and increased resilience among first-year students. Participants also reported emotional support, better work-life balance, a broadened perspective, and greater awareness of coping mechanisms. |
Abstract
As a result of the COVID-19 pandemic, several university courses transitioned to online delivery, therefore, educators and students alike faced new challenges associated with the delivery of modules as well as provision of the necessary student supports. Given the scale of this transition, it is likely that many universities will continue to teach remotely far beyond the reach of any pandemic specific restrictions. This study sought to explore the impact and efficacy of a five-week online mindfulness course to a cohort of first-year university students (n = 25) at Technological University Dublin (TU Dublin), Ireland. Results found that participation in the course led to decreased levels of perceived stress for students and increased levels of resilience. Students who took the course reported that it provided them with emotional support and also aided them in finding a healthy work-life balance and that ultimately, they felt the course broadened their perspective and helped them be more aware of coping mechanisms.
Comparable studies
Other qualitative studies on meditation, most cited first.