减少护理专业学生的压力并提高其正念水平：一项在线正念干预研究。
Reducing Stress and Increasing Mindfulness in Nursing Students: An Online Mindfulness Intervention Study.
机构信息
About the Authors Joy S. Garmaise-Yee, DNP, CNE, is a member of the faculty, School of Nursing, George Brown College, Toronto, Ontario, Canada. Raeann G. LeBlanc, PhD, DNP, is an associate clinical professor, University of Massachusetts Amherst School of Nursing, Amherst, Massachusetts. For more information, contact Dr. Garmaise-Yee at
出版信息
Nurs Educ Perspect. 2022;43(6):375-377. doi: 10.1097/01.NEP.0000000000000887. Epub 2021 Oct 12.
This pilot study evaluated the outcomes of stress and mindfulness among a convenience sample ( n = 60) of nursing students. Students participated in an online mindfulness-based intervention and completed the Perceived Stress Scale and the Five Facet Mindfulness Questionnaire. Although mean stress scores lowered, there was no statistically significant reduction in stress. There were significant increases in mindfulness scores (posttest, p = .000) that were sustained at four-week follow-up ( p = .012). Larger increases in mindfulness were associated with larger decreases in stress.
本试点研究评估了便利样本（n=60）护理专业学生的压力和正念水平。学生参与了一项基于正念的在线干预，并完成了感知压力量表和五因素正念量表。尽管平均压力评分降低，但压力并未出现统计学显著降低。正念评分显著增加（p=0.000），且在四周随访时仍然持续（p=0.012）。正念水平的更大提高与压力的更大降低相关。
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