Impact of Mindfulness Sessions and Weekly Wellness Messages on Pharmacy Students’ Perceived Stress and Resilience

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-03-01 DOI:10.1016/j.ajpe.2025.101385

Shankar Munusamy, MacKenzie Hester, Michael H. Nelson, Ronald J. Torry

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引用次数: 0

Abstract

Objective

To evaluate the impact of mindfulness sessions and weekly wellness messages embedded in course content on pharmacy students’ well-being as measured by resilience and perceived stress scale.

Methods

Pharmacy students enrolled in 2 required courses participated in in-class mindfulness sessions and weekly wellness messages for 10 weeks to improve their physical and mental well-being. The study was conducted with 2 student class cohorts in the 2022–2023 and 2023–2024 academic years. Students’ resilience and perceived stress levels were measured using the Connor-Davidson resilience scale-10 and perceived stress scale-10, respectively, before and after the wellness intervention. Additionally, students’ perceptions of the intervention’s helpfulness were collected in the end-of-the-semester course evaluations.

Results

Following the intervention, participants (n = 30) demonstrated a significant increase in resilience scores (27.33 SD 5.19 vs 24.77 SD 4.89, Cohen’s d = 0.54) and a statistically insignificant reduction in perceived stress scores (17.43 SD 5.18 vs 19.00 SD 6.09, Cohen’s d = 0.24) compared to preintervention levels. Collated end-of-the-semester course evaluations indicated that 76.35% (113/148) and 68.92% (102/148) of students found the in-class mindfulness sessions and weekly wellness messages, respectively, helpful. Thematic analysis of students’ comments revealed that mindfulness sessions promoted stress reduction, improved focus, and stress management. Wellness messages were associated with increased optimism, resilience, and focused attention among students.

Conclusion

Integrating wellness activities (such as mindfulness sessions and wellness messages), into the course content can enhance well-being by improving students’ resilience and focused attention.

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目的评估课程内容中包含的正念课程和每周健康信息对药学专业学生幸福感的影响，并通过复原力和感知压力量表进行测量：为药剂学专业学生开设了两门必修课程，为他们提供为期十周的课上正念课程和每周健康信息，以改善他们的身心健康。研究在 2022-23 学年和 2023-24 学年的两届学生中进行。在健康干预前后，分别使用康纳-戴维森复原力量表-10和感知压力量表-10测量了学生的复原力和感知压力水平。此外，还在学期末的课程评估中收集了学生对健康干预的帮助的看法：干预后，与干预前相比，参与者（30 人）的复原力得分有了显著提高（27.33SD 5.19 vs. 24.77SD 4.89，Cohen's d = 0.54），而感知压力得分（17.4SD 5.18 vs. 19.00SD 6.09，Cohen's d = 0.24）的降低在统计上并不显著。整理后的学期末课程评价显示，分别有 76.35% （113/148）和 68.92% （102/148）的学生认为课上正念课程和每周健康信息很有帮助。对学生评论的专题分析表明，正念课程促进了减压、集中注意力和压力管理，而健康信息则提高了学生的乐观情绪、复原力和集中注意力：结论：在课程内容中融入健康活动（如正念课程和健康信息）可以提高学生的抗压能力和集中注意力，从而促进健康。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.