Abstract
Nursing literature reveals that stress is a leading factor contributing to nursing student attrition, new nurses leaving the profession, and the reduction of positive formation of professional identity during prelicensure education and transition into professional practice, which jeopardizes the growth and replacement needs of the future nursing workforce. Despite extensive quantitative research suggesting mindfulness practices decreases stress and anxiety among college students, nursing students, and nurses, a paucity of qualitative studies exist to inform on the meaning of this experience from the nursing student perspective. Nursing literature also suggests that stress management techniques, cultivating awareness of personal values, and a sense of spirituality cultivate stronger perceptions of professional identity, which is linked to better patient outcomes and is key to job retention. Nursing educators need insight on how mindfulness practices can assist in stress management and the development of optimal professional identity. Using Diekelmann, Allen, and Tanner's Hermeneutic seven-stage analysis, this study interpreted the meaning of mindfulness practices among nursing students who practiced meditation and/or yoga. All participants in this qualitative study completed a demographic questionnaire and an in-depth interview.
Sigma Membership
Phi Sigma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Phenomenology
Research Approach
Qualitative Research
Keywords:
Professional Identity Formation, Mindfulness, Stress Management, Nursing Education
Advisor
Edith A. West
Second Advisor
Elizabeth A. Palmer
Third Advisor
Meigan Robb
Degree
PhD
Degree Grantor
Indiana University of Pennsylvania
Degree Year
2021
Recommended Citation
Santangelo, Lorraine, "An interpreted journey of professional growth among female baccalaureate nursing students: A Hermeneutic study of mindfulness practices" (2024). Dissertations. 626.
https://www.sigmarepository.org/dissertations/626
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-08-16
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28320525; ProQuest document ID: 2524828441. The author still retains copyright.