van Vliet Marja, Jong Miek C, Jong Mats
Louis Bolk Institute, Bunnik, The Netherlands.
Mid Sweden University, Sundsvall, Sweden.
Glob Qual Nurs Res. 2018 Oct 17;5:2333393618805340. doi: 10.1177/2333393618805340. eCollection 2018 Jan-Dec.
Despite increased recognition of self-care and self-awareness as core competences for health care professionals, little attention is paid to these skills during their education. Evidence suggests that a Mind-Body (MB) skills course has the potential to enhance self-care and self-awareness among medical students. However, less is known about the meaning of this course for students and how it affects their personal and professional life. Therefore, we examined the lived experiences with an MB skills course among Dutch medical and Swedish nursing students. This course included various MB techniques, such as mindfulness meditation and guided imagery. Guided by a phenomenological hermeneutical method, three main themes were identified: "," "," and "." Overall, participation in the MB skills course served as a pathway to inner awareness and supported connecting with others as well as with the surrounding world.
尽管人们越来越认识到自我护理和自我意识是医疗保健专业人员的核心能力，但在他们的教育过程中，对这些技能的关注却很少。有证据表明，身心（MB）技能课程有可能提高医学生的自我护理和自我意识。然而，对于这门课程对学生的意义以及它如何影响他们的个人和职业生活，我们所知甚少。因此，我们研究了荷兰医学生和瑞典护理学生参与MB技能课程的生活体验。这门课程包括各种MB技术，如正念冥想和引导式意象。在现象学诠释学方法的指导下，确定了三个主要主题：“ ”、“ ”和“ ”。总体而言，参与MB技能课程是通向内心意识的一条途径，并有助于与他人以及周围世界建立联系。
