Mindfulness and Resilience Practices for Stress Reduction in a BSN Simulation Program

Abstract :

Introduction: The COVID-19 pandemic brought challenges to nursing education. Faculty observed students’ increased stress related to understanding of concepts or demonstration of clinical competence in simulation. Additionally, disheartening experiences of incivility and bullying in hospital practicum environments led the nursing instructors to develop innovative strategies to increase students’ protective factors. Theory: Adult personal resilience (APR) theory outlines four dimensions of personal resilience. Curriculum was based upon APR and identified teaching-learning themes of peer and professional support and mentoring, mindfulness, self-knowledge, and reflective practice.

Description: Sixty-eight prelicensure nursing students participated in four resilience modules during their final clinical practice course. The modules covered an introduction to mindfulness, self-compassion, Critical Incident Stress Management (CISM), and lateral violence, incivility, and bullying. Within each module the students reviewed resilience education material, practiced coping techniques, and reflected in journals. Students were invited to share their experiences with the class, within a circle of trust, safety, and confidentiality, which contributed to peer support.

Results: Students completed a survey evaluating the use of resiliency tools in their personal life, and at clinical and work. These results showed 89.7% of students used the practices in their personal lives, and 84.5% during clinicals and work. Respondents stated they appreciated releasing stress, reflecting upon their emotions, and sharing with peers.

Discussion: Simulation is a stressful experience for many students. Mindfulness and resilience training are protective factors for the stress experienced in simulation and clinical practice. This pilot attempted to demonstrate a method to improve resilience using experiential and reflective practices.