Neuroepidemiology Unit, Centre for Epidemiology and Biostatistics, Melbourne School of Population and Global Health, The University of Melbourne, Melbourne, VIC, Australia.
Monash Centre for Consciousness and Contemplative Studies, Monash University, Melbourne, VIC, Australia.
Front Public Health. 2022 Aug 12;10:947898. doi: 10.3389/fpubh.2022.947898. eCollection 2022.
Mindfulness-based interventions are associated with improved health and wellbeing. Online mindfulness interventions offer potential scalability and cost advantages over face-to-face interventions. However, little is known about the experiences of learners, what they identify as being helpful to developing a practice of mindfulness and what outcomes they experience from undertaking an online mindfulness program.
The Mindfulness for Wellbeing and Peak Performance Massive Open Online Course is a 4-week mindfulness program which includes psychoeducation, mindfulness meditation, applications and moderated discussion forums. Of the 3,335 participants who completed the March 2020 course, 527 (16%) responded to the final forum which invited participants to describe the highlights of the course. In order to enhance understanding of participant experiences and perceived outcomes of undertaking the course, a qualitative analysis of these free text comments was conducted using reflexive thematic analysis.
Two overarching themes were identified: (1) internal mechanisms of developing mindfulness (subthemes: paying attention to the present moment, learning to let go and find acceptance, cultivating an attitude of gentleness, and learning through a sense of belonging) and (2) the translation of mindfulness into daily living (subthemes: mindfulness being a support to mental wellbeing, learning to deal with uncertainty and adversity, living a more conscious life, a greater connection with self and others and channeling attention into productivity).
The themes and subthemes provided insights into the mechanisms learners used to develop mindfulness and how they translated mindfulness into their lives in a variety of beneficial ways. This understanding of learners' experiences could inform delivery of future online mindfulness interventions.
基于正念的干预措施与改善健康和幸福感有关。在线正念干预措施相对于面对面的干预措施具有潜在的可扩展性和成本优势。然而，对于学习者的体验、他们认为有助于发展正念实践的内容以及他们从参加在线正念项目中获得的结果，我们知之甚少。
“幸福与巅峰表现的正念大型开放式在线课程”是一个为期 4 周的正念课程，包括心理教育、正念冥想、应用和有 moderation 的讨论论坛。在 2020 年 3 月完成课程的 3335 名参与者中，有 527 名（16%）对最后一个论坛做出了回应，该论坛邀请参与者描述课程的亮点。为了增强对参与者体验和参与课程的预期结果的理解，对这些自由文本评论进行了反思性主题分析的定性分析。
确定了两个总体主题：（1）发展正念的内在机制（子主题：关注当下、学会放手和接受、培养温柔的态度、通过归属感学习）和（2）将正念转化为日常生活（子主题：正念是心理健康的支持、学会应对不确定性和逆境、过更有意识的生活、与自己和他人更紧密地联系以及将注意力引导到生产力上）。
这些主题和子主题深入了解了学习者用来发展正念的机制，以及他们如何以各种有益的方式将正念融入他们的生活。对学习者体验的这种理解可以为未来在线正念干预措施的实施提供信息。
