TY - JOUR
T1 - Introducing Mindful Pause Practice in Sonography Education
T2 - A Strategy to Improve Classroom Presence
AU - Michael, Kim
AU - Anderson, Sharlette
AU - Bagley, Jennifer
AU - Ellingson, Stephanie
AU - Sayles, Harlan
AU - White, Robin
AU - Custer, Tanya
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was funded by the Society of Diagnostic Medical Sonography (SDMS) Foundation’s Research Grant Programand the Joseph C. Anderson, MD, and Darlene Anderson Distinguished Professorship of Imaging Sciences.
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - Objective: The practice of mindfulness has many reported benefits. The purpose of this mixed-methods study was to investigate the effect of a three-minute, instructor-led Mindful Pause Practice (MPP) in the sonography classroom over a two-semester period. Methods: Participants were students enrolled in programs accredited by the Commission on Accreditation of Allied Health Education Programs from four universities. Instructors provided MPP, and then students completed the Mindful Attention Awareness Scale. Results: A statistically significant increase in mindfulness as was seen from pre- to poststudy (3.3 vs. 3.9, P <.001). The majority of students described the MPP as a positive experience (>70%) and reported improved classroom attention and awareness (>78%). Qualitative themes of stress reduction/relaxation, improved focus/attention, and self-care were noted each semester. Self-directed MPP outside the classroom was low but did improve over time. Conclusion: The addition of a short MPP to sonography classes has positive benefits and improves student mindfulness. These findings support current literature on classroom mindfulness and add information specific to sonography education.
AB - Objective: The practice of mindfulness has many reported benefits. The purpose of this mixed-methods study was to investigate the effect of a three-minute, instructor-led Mindful Pause Practice (MPP) in the sonography classroom over a two-semester period. Methods: Participants were students enrolled in programs accredited by the Commission on Accreditation of Allied Health Education Programs from four universities. Instructors provided MPP, and then students completed the Mindful Attention Awareness Scale. Results: A statistically significant increase in mindfulness as was seen from pre- to poststudy (3.3 vs. 3.9, P <.001). The majority of students described the MPP as a positive experience (>70%) and reported improved classroom attention and awareness (>78%). Qualitative themes of stress reduction/relaxation, improved focus/attention, and self-care were noted each semester. Self-directed MPP outside the classroom was low but did improve over time. Conclusion: The addition of a short MPP to sonography classes has positive benefits and improves student mindfulness. These findings support current literature on classroom mindfulness and add information specific to sonography education.
KW - Mindful Pause Practice
KW - education
KW - mindfulness
KW - stress reduction
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U2 - 10.1177/8756479320914854
DO - 10.1177/8756479320914854
M3 - Article
AN - SCOPUS:85083581633
VL - 36
SP - 336
EP - 343
JO - Journal of Diagnostic Medical Sonography
JF - Journal of Diagnostic Medical Sonography
SN - 8756-4793
IS - 4
ER -