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. Participants included 11 female baccalaureate nursing students from five different BSN programs located in the Mid-Atlantic region. The meaning of mindfulness practices was interpreted as a multidimensional process in the constitutive pattern of professional growth. Four relational themes and four corresponding sub-themes were identified: (1) valued benefits (stress reduction and equanimity), (2) awakening self-love through self-care (self-awareness and self-compassion), (3) emerging self (resilience and presence), and (4) evolving professional identity (holistic person-centered care and patient advocacy). Professional growth was also linked to the Eightfold Path of Buddhist tradition that leads to enlightenment. Professional growth encompassed the age, gender, affective learning, enhanced cognitive reasoning, and the spiritual and self-growth experienced by the participants in this study. These experiences positively impacted professional identity formation and stress management, which culminated in the development of moral agency and sound nursing clinical decision-making. Findings from this study offer implications for nursing program administrators and educators to address current and upcoming standards set forth by nursing education organizations by creating academic support programs to promote and ensure student retention, well-being, and safe, quality person-centered care.
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
Advisors
West, Edith A.||Palmer, Elizabeth A.||Robb, Meigan
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
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
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.