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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Mixed-Methods Study :/
Reminder of title:	The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience.
Author:	Rongmuang, Suda.
Description:	1 online resource (245 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Adult education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355991598

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

A Mixed-Methods Study :The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience. - 1 online resource (245 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ph.D.)--California Institute of Integral Studies, 2018.

Includes bibliographical references

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 < .05, d = .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 < .05). The study found a positive correlation between increases in participants' FFMQ scores and their overall exam scores in the course (p < .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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355991598Subjects--Topical Terms:

555548
Adult education.
Index Terms--Genre/Form:

554714
Electronic books.

A Mixed-Methods Study : = The Effect of Embodied Learning on Nursing Students' Presence, Wellbeing, Relationships with Patients, and Learning Experience.
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504 $a Includes bibliographical references
520 $a 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 < .05, d = .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 < .05). The study found a positive correlation between increases in participants' FFMQ scores and their overall exam scores in the course (p < .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.
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