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首页> 外文期刊>The Journal of nursing education >Evaluation of a Brief Mindfulness Intervention on Examination Anxiety and Stress
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Evaluation of a Brief Mindfulness Intervention on Examination Anxiety and Stress

机译：对考试焦虑和压力的简短正念干预的评估

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Background: Nursing students report increasing levels of stress and anxiety related to academic performance. Mindfulness programs have been found to reduce stress, yet such programs have been identified as a time-burden for students. This study evaluated the integration of a brief preexamination mindfulness reflective intervention for nursing students. Perceived stress, anxiety, resilience, and acceptability were evaluated. Method: A mixed-methods experimental design with random assignment was used. Forty-nine nursing students were randomized to either an intervention group (N = 25) who participated in the brief preexamination mindfulness intervention or a control group (N = 24) who took their examinations without any intervention. Self-report tools measured stress, resilience, and mindfulness. Qualitative responses were collected. Results: Outcomes revealed decreased feelings of helplessness and anxiety in the intervention group. Although students had positive views of mindfulness, barriers were indicated. Conclusion: Brief preexamination mindfulness interventions provide students with anxiety-reducing options. [J Nurs Educ. 2021;60(11):625-628.]
机译：背景：护理专业的学生报告说，与学业成绩相关的压力和焦虑程度越来越高。正念课程已被发现可以减轻压力，但此类课程已被确定为学生的时间负担。本研究评估了对护理专业学生进行简短的检查前正念反思干预的整合。评估了感知压力、焦虑、弹性和可接受性。方法：采用随机分配的混合方法实验设计。49 名护理专业学生被随机分配到参加简短检查前正念干预的干预组 （N = 25） 或在没有任何干预的情况下参加考试的对照组 （N = 24）。自我报告工具测量了压力、复原力和正念。收集了定性回复。结果：结果显示干预组的无助感和焦虑感降低。尽管学生对正念有积极的看法，但指出了障碍。结论：简短的考前正念干预为学生提供了减少焦虑的选择。[J Nurs Educ. 2021;60(11):625-628.]

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