Charunya Amilani Kumarihami Rambukwella Abeysinghe Mudiyanselage, Beverley Ewens, Aisling Smyth, Joanne Dickson, Seng Giap Marcus Ang
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This review aimed to synthesise the evidence and provide a comprehensive understanding of the enablers and barriers to participation in online mindfulness programs among this population.</p><h3 data-test=\"abstract-sub-heading\">Methods</h3><p>A mixed-methods systematic review was conducted following the Joanna Briggs Institute mixed-methods systematic review approach and using eight databases. All empirical studies published in English and involving informal carers aged over 18 years were included. Critical appraisal was conducted using the Mixed Methods Appraisal Tool. Thematic analysis was conducted to integrate the data.</p><h3 data-test=\"abstract-sub-heading\">Results</h3><p>Nine studies were included: three quantitative, two qualitative, and four mixed methods. Three subthemes for enablers and barriers were developed. Three subthemes for enablers included self-motivation, positive experience of mindfulness, and program structure and delivery. Three subthemes for barriers included lack of self-motivation, external factors preventing participation, and program structure and delivery. The enablers and barriers were interrelated within and across the identified themes.</p><h3 data-test=\"abstract-sub-heading\">Conclusions</h3><p>A comprehensive synthesis of current evidence was provided for consideration when developing online mindfulness-based interventions for informal carers. Further investigation is recommended, particularly in relation to the enablers and barriers to engagement by informal carers.</p><h3 data-test=\"abstract-sub-heading\">Preregistration</h3><p>The review protocol was registered with PROSPERO (CRD42023409311).</p>","PeriodicalId":18523,"journal":{"name":"Mindfulness","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enablers and Barriers of Online Mindfulness-Based Interventions for Informal Carers: A Mixed-Methods Systematic Review\",\"authors\":\"Charunya Amilani Kumarihami Rambukwella Abeysinghe Mudiyanselage, Beverley Ewens, Aisling Smyth, Joanne Dickson, Seng Giap Marcus Ang\",\"doi\":\"10.1007/s12671-024-02365-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3 data-test=\\\"abstract-sub-heading\\\">Objectives</h3><p>Informal carers are an integral part of any health care system. However, provision of informal care is associated with caregiver burden and decreased wellbeing. Mindfulness programs can reduce caregiving burden and improve wellbeing among informal carers, but they face challenges when participating in face-to-face programs. Studies have explored the effects of online delivery of mindfulness programs for informal carers. However, the enablers and barriers for participation are not well understood. This review aimed to synthesise the evidence and provide a comprehensive understanding of the enablers and barriers to participation in online mindfulness programs among this population.</p><h3 data-test=\\\"abstract-sub-heading\\\">Methods</h3><p>A mixed-methods systematic review was conducted following the Joanna Briggs Institute mixed-methods systematic review approach and using eight databases. All empirical studies published in English and involving informal carers aged over 18 years were included. 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Enablers and Barriers of Online Mindfulness-Based Interventions for Informal Carers: A Mixed-Methods Systematic Review
Objectives
Informal carers are an integral part of any health care system. However, provision of informal care is associated with caregiver burden and decreased wellbeing. Mindfulness programs can reduce caregiving burden and improve wellbeing among informal carers, but they face challenges when participating in face-to-face programs. Studies have explored the effects of online delivery of mindfulness programs for informal carers. However, the enablers and barriers for participation are not well understood. This review aimed to synthesise the evidence and provide a comprehensive understanding of the enablers and barriers to participation in online mindfulness programs among this population.
Methods
A mixed-methods systematic review was conducted following the Joanna Briggs Institute mixed-methods systematic review approach and using eight databases. All empirical studies published in English and involving informal carers aged over 18 years were included. Critical appraisal was conducted using the Mixed Methods Appraisal Tool. Thematic analysis was conducted to integrate the data.
Results
Nine studies were included: three quantitative, two qualitative, and four mixed methods. Three subthemes for enablers and barriers were developed. Three subthemes for enablers included self-motivation, positive experience of mindfulness, and program structure and delivery. Three subthemes for barriers included lack of self-motivation, external factors preventing participation, and program structure and delivery. The enablers and barriers were interrelated within and across the identified themes.
Conclusions
A comprehensive synthesis of current evidence was provided for consideration when developing online mindfulness-based interventions for informal carers. Further investigation is recommended, particularly in relation to the enablers and barriers to engagement by informal carers.
Preregistration
The review protocol was registered with PROSPERO (CRD42023409311).
期刊介绍：
Mindfulness seeks to advance research, clinical practice, and theory on mindfulness. It is interested in manuscripts from diverse viewpoints, including psychology, psychiatry, medicine, neurobiology, psychoneuroendocrinology, cognitive, behavioral, cultural, philosophy, spirituality, and wisdom traditions. Mindfulness encourages research submissions on the reliability and validity of assessment of mindfulness; clinical uses of mindfulness in psychological distress, psychiatric disorders, and medical conditions; alleviation of personal and societal suffering; the nature and foundations of mindfulness; mechanisms of action; and the use of mindfulness across cultures. The Journal also seeks to promote the use of mindfulness by publishing scholarly papers on the training of clinicians, institutional staff, teachers, parents, and industry personnel in mindful provision of services. Examples of topics include: Mindfulness-based psycho-educational interventions for children with learning, emotional, and behavioral disorders Treating depression and clinical symptoms in patients with chronic heart failure Yoga and mindfulness Cognitive-behavioral mindfulness group therapy interventions Mindfulnessness and emotional regulation difficulties in children Loving-kindness meditation to increase social connectedness Training for parents and children with ADHD Recovery from substance abuse Changing parents’ mindfulness Child management skills Treating childhood anxiety and depression
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