Author: van Vliet M1,2, Jong MC1,2, Jong M2
1Louis Bolk Institute, Bunnik, The Netherlands.
2Mid Sweden University, Sundsvall, Sweden.
Conference/Journal: Glob Qual Nurs Res.
Date published: 2018 Oct 17
Other: Volume ID: 5 , Pages: 2333393618805340 , Special Notes: doi: 10.1177/2333393618805340. eCollection 2018 Jan-Dec. , Word Count: 173
Despite increased recognition of self-care and self-awareness as core competences for health care professionals, little attention is paid to these skills during their education. Evidence suggests that a Mind-Body (MB) skills course has the potential to enhance self-care and self-awareness among medical students. However, less is known about the meaning of this course for students and how it affects their personal and professional life. Therefore, we examined the lived experiences with an MB skills course among Dutch medical and Swedish nursing students. This course included various MB techniques, such as mindfulness meditation and guided imagery. Guided by a phenomenological hermeneutical method, three main themes were identified: "ability to be more present," "increased perception and awareness of self," and "connection on a deeper level with others." Overall, participation in the MB skills course served as a pathway to inner awareness and supported connecting with others as well as with the surrounding world.
KEYWORDS: doctor–patient communication; empathy; holistic care; lived body; nurse–patient communication; phenomenology; professional education; resilience; self-care; stress
PMID: 30349869 PMCID: PMC6194914 DOI: 10.1177/2333393618805340