From Simulation Anxiety to COVID-19 Anxiety: The Perceptions of Pre licensure Nursing Students to Utilizing Brief Mindfulness Interventions as a Coping Mechanism.
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Authors
Simonton, Deborah
Date
2021-11-22
Type
Dissertation
Language
en_US
Keywords
pre-licensure nursing students, simulation anxiety, brief mindfulness techniques, COVID-19 and nursing education
Alternative Title
Abstract
Description
AN ASTRACT OF THE DISSERTATION OF
Deborah L. Simonton for the degree of Doctor of Education in Higher Education
Presented on November 22, 2021
Title: From Simulation Anxiety to COVID-19 Anxiety: The Perceptions of Pre licensure Nursing Students to Utilizing Brief Mindfulness Interventions as a Coping
Mechanism
Abstract approved:
Ann Berry, PhD., Dissertation Committee Chair
The purpose of this study was to explore the perceptions of undergraduate, pre licensure nursing students, in a public university in the Northeast, utilizing brief
mindfulness interventions as a method of coping with the anxiety associated with high
fidelity patient simulation (HFPS) during the COVID-19 pandemic. Fifty-seven students
enrolled in an original pre-test post-test quantitative study, utilizing the State-Trait
Anxiety inventory to assess the possible correlation between Koru mindfulness minutes
practiced and anxiety associated with HFPS. In March of 2020, the COVID-19 pandemic
had a sudden, profound effect on nursing education resulting in face-to-face classes being
converted to online formats, and simulation and clinical education converting to virtual
learning. At the same time, participation in the brief mindfulness interventions dropped
and the researcher pivoted to exploring qualitative responses from participants. The
researcher recruited 16 of the 57 students, who had agreed to be in the original study, to
respond to written questions designed to capture their perceptions of the utility of brief
FROM SIMULATION ANXIETY TO COVID-19 ANXIETY
mindfulness interventions in coping with the anxiety associated with HFPS during the
COVID-19 pandemic. Their written responses were coded, categorized, and themes
emerged related to the two research questions: What are the perceptions of
undergraduate nursing students regarding brief mindfulness interventions? How has
COVID-19 impacted the use of mindfulness interventions? Responses revealed that
participants’ perceived value in learning and utilizing brief mindfulness strategies to
manage anxiety. Subthemes included perceived value related to HFPS, and perceived
value related to being a prelicensure nursing student. Participants expressed feeling
overwhelmed related to curricular changes, social changes, and fear. A second theme
emerged related to coping strategies utilized during this time. These promising results
indicate that brief mindfulness interventions have the potential to be a tool for
prelicensure students to utilize in managing the anxiety associated with various aspects of
the nursing curriculum. The practical implications for integrating these findings into a
pre-licensure nursing curriculum are discussed.