A Mixed-Methods Study: The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience

Autor/in	Rongmuang, Suda
Titel	A Mixed-Methods Study: The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience
Quelle	(2018), (245 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, California Institute of Integral Studies
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3559-9159-8
Schlagwörter	Hochschulschrift; Dissertation; Nursing Education; Nurses; Program Effectiveness; Undergraduate Students; Metacognition; Attention; Inquiry; Teaching Methods; Well Being; Cognitive Ability; Learning; Interpersonal Relationship; Patients; Satisfaction; Student Satisfaction; Conventional Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pflegepädagogik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Well-being; Wellness; Wohlbefinden; Denkfähigkeit; Lernen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Patient; Zufriedenheit
Abstract	Embodied practices are central to the cultivation of nursing presence, but are rarely taught in nursing programs. This study proposed the use of brief embodied learning practices embedded in a nursing course. It quantitatively and qualitatively examined the impact of such a program experienced by 22 first-semester students in a registered nursing program. Embodied meditation (e.g., sensing and shifting attention to the body) and inquiry exercises (e.g., interacting with others while remaining fully present in oneself) were introduced in theory and skill lab classes during an 8-week Foundations of Nursing course taught in the spring semester of 2017. Fourteen students completed the embodied learning program as well as pretest and posttest questionnaires. Eighty-six percent of participants reported increased scores on embodied presence as measured by the Five Facet Mindfulness Questionnaire (FFMQ). Their posttest score on the FFMQ was greater than their pretest score with a moderate to high effect size (p < 0.05, d = 0.75). A majority of participants reported positive changes in their wellbeing, learning ability, learning outcomes, relationships with patients, and satisfaction with the instruction of embodied learning, as measured by an Impact Questionnaire. Participants' satisfaction with embodied learning was greater than their satisfaction with conventional instruction (p < 0.05). The study found a positive correlation between increases in participants' FFMQ scores and their overall exam scores in the course (p < 0.01). Qualitative data from a focus group aligned with the quantitative findings. The results suggest practice guidelines for teaching embodiment within the context of content learning in nursing courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01