Source avec lien : Healthcare, 9(11). 10.3390/healthcare9111493
Les étudiants en soins infirmiers de premier cycle (UG) sont vulnérables au stress tout au long de leur formation, connu pour entraîner un épuisement professionnel, avec des taux d’attrition élevés allant jusqu’à 33%. De plus en plus de preuves suggèrent que les interventions basées sur la pleine conscience sont efficaces pour la gestion de l’anxiété, de la dépression et du bien-être, réduisant ainsi le stress chez les populations de prestataires de soins de santé. L’objectif de cette revue narrative était de synthétiser et de fournir une vue d’ensemble critique des preuves actuelles concernant les interventions basées sur la pleine conscience pour les étudiants en soins infirmiers dans un cadre universitaire.
Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxiety, depression and wellbeing, thereby reducing stress in healthcare provider populations. The aim of this narrative review was to synthesize and provide a critical overview of the current evidence in relation to mindfulness-based interventions for UG nursing students in a university setting. Methods: A review of the literature was conducted in March 2020 and updated in May 2021, utilising the databases CINAHL, Medline and PsycINFO. Results: Fifteen studies were included in the review, with three common themes identified: (i) the positive impact of mindfulness on holistic wellbeing, (ii) mindfulness-based techniques as a positive coping mechanism within academic and clinical practice, and (iii) approaches to the delivery of mindfulness-based interventions. Conclusions: Mindfulness-based interventions are effective strategies for the management of stress, development of self-awareness and enhanced academic and clinical performance in undergraduate nursing students. No ideal approach to delivery or duration of these interventions was evident from the literature. Best practice in relation to delivery of mindfulness-based interventions for nursing students is recommended for future studies.