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How to balance graduate school and life
responsibilities: an evidenced based approach
Amber Vermeesch & Patricia Cox
University of Portland School of Nursing
The authors have no relevant disclosures
Objectives1. Identify graduate school stressors advanced practice
nursing students.2. Define MBSR inventions for reduction in perceived stress3. Explore MBSR interventions for reduction in perceived
stress. 4. Discuss results from on-going research study exploring
effects of MBSR intervention to reduce perceived stress.
Background• Graduate nursing students face unique challenges
that contribute to their perception of stress (Baldwin,
2013; Kenty, 2000; Mancini, Lavecchia, & Clegg, 1983; Maville, Kranz, & Tucker, 2004; Reilly & Fitzpatrick, 2009, Sochalski & Weiner, 2011)
• Empowering graduate nursing students to ease perception of stress may be beneficial (Conley et al., 2015; Regehr et al.,
2013)
• Mind-body-stress-reduction (MBSR) may play a role in decreasing graduate nursing students’ perception of stress
Graduate School Stressors• Graduate studies have potential to be stressful• Specifically, graduate nursing students:
– Financial considerations– Time management issues– Work-related demands– Family obligations, – Changing roles from RN to APRN
Audience question
• Who is/has been in graduate school?• What are/were stressors & concerns?• What coping mechanisms do/did you find
effective?
Audience question
• Who is/has been in a workplace?• What are/were stressors & concerns?• What coping mechanisms do/did you find
effective?
Workplace ->Schoolplace• Literature regarding healthy workplace
environments can be applied to graduate school environment:– Environmental settings such as workplaces can
positively affect health status (Sallis, Floyd, Rodriguez, & Saelens, 2012).
– Workplace environments more conducive to adopting healthy behaviors aid in improved quality of life, decrease stress, improved overall employee satisfaction, and favorably influence clinical outcomes (i.e. obesity, blood pressure) (Després, Almeras, & Lise, 2014).
MBSR• Stress reduction interventions
– yoga – breath work– meditation– mindfulness
MBSRDefinition of Mindfulness:
Mindfulness is the basic human ability to be fully present, aware of where we are and what we’re doing, and not overly reactive or overwhelmed by what’s going on around us. (https://www.mindful.org/downloads/your-guide-to-meditation.pdf)
Figure 1. Vermeesch, A. Cactus Flowers Tucson, Arizona. May 19, 2018
MBSRApps and resources
Calm (http://calm.com)
Headspace (http://headspace.com)
Mental Workout (http://mentalworkout.com)
Omvana- Meditation for All (http://www.omvana.com)
Simple Habit Meditation (http://bit.ly/SimpleHabit-Meditation)
Smiling Mind App (http://bit.ly/smiling-mind-app)
Stop, Breathe, & Think (http://stopbreathethink.org)
Current Study• IRB approved• Informed consent• Nurse educator• DNP-FNP students• Your Guide to Meditation booklet • Mindfulness App - Choice of free apps• Data collection began in May 2018
Methods• Complete demographic survey• Complete PSS• Read “Your Guide to Meditation booklet” • Download a Mindfulness app – Choice of free
apps• Perform a daily mindfulness activity using the
Mindfulness app• Complete a Mindfulness Experience Satisfaction
tool
Results• Time 1 and Time 2 did show a trend in
reduction in PSS scores• Positive correlation between hours worked and
increased stress• Positive correlation between daily practice and
reduction of perceived stress• Small sample size
Current Study• Study will conclude in May 2019• The implementation of the evidence is
longitudinal with multiple points of data collection
• We are most hopeful that this practice will answer our students' need for assistance with reduction of their perceived stress
References • Baldwin, S. (2013). Exploring the experiences of nurses studying professional doctorates. British Journal of Nursing,
22(8), 476–483. • Beck, A. R.,&Verticchio, H. (2014b). Counseling and mindfulness practice with graduate students in communication
sciences and disorders. Contemporary Issues in Communication Science & Disorders, 4(1), 133–148.• Beck, A. R., & Verticchio, H. (2014a). Facilitating speech-language pathology graduate students’ ability to manage stress:
A pilot study. Contemporary Issues in Communication Science & Disorders, 4(1), 24–38• Bond, A. R., Mason, H. F., Lemaster, C. M., Shaw, S. E., Mullin, C. S., Holick, E. A., & Saper, R. B. (2013). Embodied health:
The effects of a mind-body course for medical students. Medical Education Online, 18, 1–8. https://doi.org/10.3402/meo.v18i0.20699
• Chambers, J., Phillips, B., Burr, M., & Xiao, D. (2016). Effects of meditation on stress levels of physical therapist students. Journal of Physical Therapy Education, 30(3), 33–39.
• Cohen, J. S., & Miller, L. J. (2009). Interpersonal mindfulness training for well-being: A pilot study with psychology graduate students. Teachers College Record, 111(12), 2760–2774.
• Conley, C. S., Durlak, J. A., & Kirsch, A. C. (2015). A metaanalysis of universal mental health prevention programs for higher education students. Prevention Science, 16(4), 487–507. https://doi.org/10.1007/s11121-015-0543-1
• Erogul, M., Singer, G., McIntyre, T., & Stefanov, D. G. (2014). Abridged mindfulness intervention to support wellness in first-year medical students. Teaching and Learning in Medicine, 26(4), 350–356. https://doi.org/10.1080/10401334.2014.945025
References • Kenty, J. R. (2000). Stress management strategies for women doctoral students. Nurse Educator, 25(5), 251–254.• Mancini, J., Lavecchia, C., & Clegg, R. (1983). Graduate nursing students and stress. Journal of Nursing Education, 22(8),
329–334.• Maville, J., Kranz, P., & Tucker, B. (2004). Perceived stress reported by nurse practitioner students. Journal of the
American Academy of Nurse Practitioners, 16(6), 257–262. https://doi.org/10.1111/j.1745-7599.2004.tb00448.x • Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and
metaanalysis. Journal of Affective Disorders, 148(1), 1–11. https://doi.org/10.1016/j.jad.2012.11.026• Reilly, J., & Fitzpatrick, J. (2009). Perceived stress and sense of belonging in doctor of nursing practice students. Journal
of Professional Nursing, 25(2), 81–86. https://doi. org/10.1016/j.profnurs.2008.10.002 • Shapiro, S. L., Brown, K. W., & Biegel, G. M. (2007). Teaching self-care to caregivers: Effects of mindfulness-based stress
reduction on the mental health of therapists in training. Training & Education in Professional Psychology, 1(2), 105–115. https://doi.org/10.1037/1931-3918.1.2.105
• Sochalski, J., & Weiner, J. (2011). Health care system reform on the nursing workforce: Matching nursing practice and skills to future needs, not past demands. In The Future Of Nursing: Leading Change, Advancing Health (pp. 375–400). Washington, DC: The National Academies Press.
• Stillwell, S.B., Vermeesch, A., & Scott, J.G. (2017). Interventions to Reduce Perceived Stress Among Graduate Students: A Systematic Review With Implications for Evidence-Based Practice. Worldviews On Evidence-based Nursing, 14 6, 507-513.
Debunking Mindfulness Myths
Figure 2. Vermeesch, A. Lost Lake, Mount Hood Forest, Oregon. June 23, 2018
3 min guided meditation
Figure 3. Vermeesch, A. Lost Lake and Mt. Hood, Mount Hood Forest, Oregon. June 24, 2018
How to balance graduate school and life
responsibilities: an evidenced based approach
Amber Vermeesch & Patricia Cox
University of Portland School of Nursing
Dr. Lindsay Benes is our statistical guru in data analysis
Dr. Pamela Potter is our esteemed research colleague