School of Occupational Therapy, Western University, London, Canada.
Graduate Program in Health and Rehabilitation Science, Western University, London, Canada.
Disabil Rehabil. 2020 Jan;42(2):283-295. doi: 10.1080/09638288.2018.1496150. Epub 2018 Dec 5.
Investigations into the use of mindfulness with allied health and social care students, many of whom ultimately work in rehabilitation settings, is in the nascent stages and no systematic mapping of the literature has occurred. The purpose of this scoping review was to identify, summarise, and describe the current state of knowledge on mindfulness in allied health and social care professional education. Arksey and O'Malley's scoping review methodology was adopted. Five data bases were searched; inclusion and exclusion criteria were applied; and 50 papers were identified for inclusion in the study. Quantitative studies depicted mindfulness interventions as contributing to: improved capacities for mindfulness; decreases in stress, anxiety, and depression; improvements in academic skills, quality of life and well-being, and empathy; improved physiological measures and emotional regulation; and mixed effects on burn-out. Qualitative studies highlighted: 1) mindfulness and self-care, 2) mindfulness within professional practice placements, 3) mindfulness in the classroom, and 4) the cultivation of mindful qualities. The study has important implications for the education of future rehabilitation professions and suggests that learning about mindfulness may be useful in assisting students to: manage academic stress, anxiety, and depression; cultivate a physical and mental state of calm; be more present and empathetic with clients; and be more focused and attentive in professional practice settings.Implications for rehabilitationFurther exploration of mindfulness as a promising educational intervention for the professional preparation of future rehabilitation practitioners in allied health and social care fields is recommended.Education and research about mindfulness and its potential opportunities for students in terms of the mediation of stress, anxiety, depression, and the cultivation of empathy, academic skills, quality of life, and resilience are recommended.Education and research about mindfulness and its potential for the cultivation of beneficial qualities of mind such as attention, self-awareness, compassion, non-judgment, and acceptance are recommended.Education and research about mindfulness as a potential means to develop capacities related to self-care, professional practice placements, and classroom performance in students is recommended.
对正念在辅助卫生和社会保健专业学生中的应用进行研究，其中许多学生最终在康复环境中工作，目前正处于起步阶段，尚未对文献进行系统梳理。本研究旨在确定、总结和描述正念在辅助卫生和社会保健专业教育中的现有知识状况。采用了 Arksey 和 O'Malley 的范围综述方法。共检索了五个数据库；应用了纳入和排除标准；并确定了 50 篇论文纳入研究。定量研究表明，正念干预有助于：提高正念能力；降低压力、焦虑和抑郁；提高学术技能、生活质量和幸福感以及同理心；改善生理指标和情绪调节；以及对倦怠产生混合影响。定性研究强调了：1）正念和自我保健，2）专业实践安置中的正念，3）课堂中的正念，以及 4）培养正念品质。该研究对未来康复专业的教育具有重要意义，并表明学习正念可能有助于帮助学生：应对学业压力、焦虑和抑郁；培养平静的身心状态；对客户更有同理心；在专业实践环境中更加专注和专心。
对康复的影响
建议进一步探索正念作为辅助卫生和社会保健领域未来康复专业人员专业准备的有前途的教育干预措施。
建议在正念及其对学生在减轻压力、焦虑、抑郁和培养同理心、学术技能、生活质量和适应力方面的潜在机会方面进行教育和研究。
建议在正念及其培养注意力、自我意识、同情心、非评判性和接受等有益思维品质方面的教育和研究。
建议在正念作为培养学生自我保健、专业实践安置和课堂表现能力的潜在手段方面进行教育和研究。
