Managing student workload in clinical simulation: a mindfulness-based intervention

Area of Science:

• Healthcare Education
• Nursing Simulation
• Cognitive Psychology

Background:

• Simulation activities in healthcare education can induce stress and anxiety, potentially hindering participant engagement.
• Mindfulness practices are known to improve performance in various demanding contexts.
• The impact of mindfulness on perceived workload during simulation remains underexplored.

Purpose of the Study:

• To investigate whether incorporating a mindful moments activity into the prebriefing process affects nursing students' perceived workload during simulation.
• To assess the influence of mindfulness on specific dimensions of workload, including mental, physical, temporal, effort, performance, and frustration.

Main Methods:

• A quasi-experimental design was employed, comparing a control group with an intervention group exposed to a mindful moments activity.
• The study involved 107 undergraduate nursing students participating in high-intensity simulations.
• Perceived workload was measured using the National Aeronautics and Space Administration Task Learning Index post-simulation.

Main Results:

• The intervention group, exposed to mindful moments, reported significantly different perceived workload demands compared to the control group.
• Specifically, significant differences were observed in the temporal demands and effort domains.
• No significant differences were found in mental demands, physical demands, performance, or frustration.

Conclusions:

• Perceived workload in simulation learning experiences can be modulated through interventions like mindful moments.
• Mindfulness activities show promise in managing participant stress and enhancing engagement in simulation-based education.
• Further research is warranted to optimize mindfulness techniques for various high-stress educational scenarios.