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Toward Expert Clinicians : = The Effects of Teaching Mindfulness in Physical Therapy Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Toward Expert Clinicians :/
Reminder of title:	The Effects of Teaching Mindfulness in Physical Therapy Education.
Author:	Kindel, Heather Rae.
Description:	1 online resource (234 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
Subject:	Health education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438157484

Toward Expert Clinicians : = The Effects of Teaching Mindfulness in Physical Therapy Education.
Kindel, Heather Rae.

Toward Expert Clinicians :The Effects of Teaching Mindfulness in Physical Therapy Education. - 1 online resource (234 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2018.

Includes bibliographical references

The purpose of this research study was to investigate the effects of teaching a mindfulness curriculum to graduate physical therapy (PT) students in the classroom. The researcher investigated two research questions. How does training PT graduate students in mindfulness strategies affect self-regulation, stress management, and trait mindfulness in personal and professional life immediately following training and 8 weeks posttraining?, and What is the experience of PT students being trained in mindfulness in personal and professional life related to self-regulation, stress and trait mindfulness? This was a mixed methods, comparison and intervention study design conducted with N=32 graduate PT students, who were divided into intervention and comparison groups. The intervention group received a mindfulness curriculum over a 6 week period. Pre and posttests (immediately and 8 weeks after) were given to both groups with Five Factor Mindfulness Questionnaire (FFMQ), Motivational Strategies for Learning Questionnaire (MSLQ), and Perceived Stress Scale (PSS). Qualitative interviews were done immediately after experiment. Statistical analysis using two-way MANOVA revealed statistically significant findings across time for the PSS and FFMQ, an interaction between time and group for the MSLQ, PSS, and FFMQ, and group across time for the PSS. Qualitative analysis showed Prior Experience, Perception, Mindfulness Tools, Challenges, Stress Management, Self-Regulation, Continued Application, and Feedback on Course as categories, each containing subcategories and themes. Incorporating mindfulness into PT education was shown to increase self-regulation, decrease student stress, and increase trait mindfulness.

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

Mode of access: World Wide Web

ISBN: 9780438157484Subjects--Topical Terms:

585977
Health education.
Index Terms--Genre/Form:

554714
Electronic books.

Toward Expert Clinicians : = The Effects of Teaching Mindfulness in Physical Therapy Education.
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500 $a Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
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504 $a Includes bibliographical references
520 $a The purpose of this research study was to investigate the effects of teaching a mindfulness curriculum to graduate physical therapy (PT) students in the classroom. The researcher investigated two research questions. How does training PT graduate students in mindfulness strategies affect self-regulation, stress management, and trait mindfulness in personal and professional life immediately following training and 8 weeks posttraining?, and What is the experience of PT students being trained in mindfulness in personal and professional life related to self-regulation, stress and trait mindfulness? This was a mixed methods, comparison and intervention study design conducted with N=32 graduate PT students, who were divided into intervention and comparison groups. The intervention group received a mindfulness curriculum over a 6 week period. Pre and posttests (immediately and 8 weeks after) were given to both groups with Five Factor Mindfulness Questionnaire (FFMQ), Motivational Strategies for Learning Questionnaire (MSLQ), and Perceived Stress Scale (PSS). Qualitative interviews were done immediately after experiment. Statistical analysis using two-way MANOVA revealed statistically significant findings across time for the PSS and FFMQ, an interaction between time and group for the MSLQ, PSS, and FFMQ, and group across time for the PSS. Qualitative analysis showed Prior Experience, Perception, Mindfulness Tools, Challenges, Stress Management, Self-Regulation, Continued Application, and Feedback on Course as categories, each containing subcategories and themes. Incorporating mindfulness into PT education was shown to increase self-regulation, decrease student stress, and increase trait mindfulness.
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