Exploring the Role of Mindfulness as a Potential Self-Management Strategy for Physiotherapy Students when on Clinical Placement
Di Thomson, Francesca Gowing, Michael C. W. English, Anne-Marie Hassenkamp
International Journal of Practice-based Learning in Health and Social Care December 1, 2017 DOI: 10.18552/ijpblhsc.v5i2.394 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Qualitative study Peer reviewed |
|---|---|
| Sample size | 19 |
| Population | MSc pre-registration physiotherapy students on clinical placement |
| Interventions | Mindfulness mindfulness of the breath |
| Dose | two-hour mindfulness intervention; 30 minutes three times a week; 10-15 minutes of mindfulness of the breath |
| Duration | Pre-placement intervention with practice during clinical placement; pre- and post-placement focus groups |
| Topics | Meditation |
| Citations | 2 |
| Key findings | Students reported that mindfulness lessened intrinsic stress and helped them cope with extrinsic stress with greater clarity and objectivity. Although the practice CD was burdensome because of time constraints, students remained motivated and developed alternative ways to practice. The authors argue this supports including mindfulness in the physiotherapy curriculum as a self-management strategy. |
Abstract
Healthcare programmes tend to neglect exploring self-care strategies for students whilst they are on their clinical placements. There is evidence that students experience placements as challenging because of the long hours, and endeavouring to meet the needs of many patients across diverse challenging settings. Mindfulness is a potential self-management strategy to enable students to manage the challenges and resultant stress during these times, and to work optimally within their competences. This study explores the role of mindfulness in attempting to meet these challenges. Purposive sampling was used to recruit nineteen MSc pre-registration physiotherapy students who received a two-hour mindfulness intervention prior to commencing their placement, and were encouraged to practice mindfulness for 30 minutes three times a week with a CD whilst on placement or in their own time. Additionally, they were asked to practice for 10-15 minutes ‘mindfulness of the breath’ during this period. A qualitative approach that incorporated thematic analysis was used to analyse the audio-recorded and transcribed pre- and post-placement focus groups. Perceived benefits from practising mindfulness were: a lessening of intrinsic stress, and an ability to cope with extrinsic stress with increased clarity and objectivity. The CD proved burdensome amongst the students, largely owing to time constraints, but this did not deter their desire to implement mindfulness during this time, and they devised alternative and individual modes of practicing this mind-body-based approach. This study lends evidence to support inclusion of mindfulness into the physiotherapy curriculum as a self-management strategy to empower students to cope with clinical placement associated stress.
Comparable studies
Other qualitative studies on meditation, most cited first.
Citations in the library
Cites 18
- Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology Science and Practice 2003
- Mindfulness-Based Stress Reduction for Health Care Professionals: Results From a Randomized Trial. International Journal of Stress Management May 1, 2005
- Mindfulness-Based Cognitive Therapy for Depression: A New Approach to Preventing Relapse Psychotherapy Research March 1, 2003
- Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy Mind, Brain, and Education August 16, 2013
- A systematic review of the neurophysiology of mindfulness on EEG oscillations Neuroscience & Biobehavioral Reviews 2015
and 13 more in the library