Update from the National Center for Complementary and Integrative Health

Anderson Cooper reports on what it's like to try to achieve "mindfulness," a self-awareness scientists say is very healthy, but rarely achieved in today's world of digital distractions

The Greater Good Science Center studies the psychology, sociology, and neuroscience of well-being, and teaches skills that foster a thriving, resilient, and compassionate society.

Based at the University of California, Berkeley, the GGSC is unique in its commitment to both science and practice: not only do we sponsor groundbreaking scientific research into social and emotional well-being, we help people apply this research to their personal and professional lives. Since 2001, we have been at the fore of a new scientific movement to explore the roots of happy and compassionate individuals, strong social bonds, and altruistic behavior—the science of a meaningful life. And we have been without peer in our award-winning efforts to translate and disseminate this science to the public.

Blogger Dana Bisenius gives some great advice for how to manage not only challenging experiences during yoga practice but other life experiences, too.

The findings from this research have implications for nursing and other students in the health professions.

Tri Fold Brochure

Check out this site if you need information on running and training... get ready for the nurses fun run in May

Sleep disorder and symptomatology among medical and nursing students
James B. Raybin, M.D., M.C.a (Capt.), Thomas P. Detre, M.D.b, c
a Department of Psychiatry, Fitzsimmons Army Hospital, Denver, Colo. USA
b Psychiatrist-in-Chief, Yale-New Haven Hospital New Haven, Conn. USA
c Associate Professor, Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. USA

This study reports on the quantity and quality of sleep disorder among a “normal” group of 139 medical and nursing students. About 20 per cent of the total population reported a disturbance of sleep.

The Experience of Laughter: A Phenomenological Study
Rosemarie Rizzo Parse, RN; PhD; FAAN
Hunter College, City University of New York, NY

The purpose of this research was to uncover a structural definition of laughing in persons over 65. The structural definition that arises from this study is: laughing is a buoyant immersion in the presence of unanticipated glimpsings prompting harmonious integrity which surfaces anew through contemplative visioning. This definition is congruent with some of the current literature and practices related to laughter and health. It corresponds to the principles of Parse's human becoming theory and thus expands understanding of human experiences related to structuring meaning, living in relation to others, and viewing the familiar in a new light.

Learn how your lifestyle choices determine your biological age.

The Surgeon General recommends that people achieve a goal of taking 10,000 steps a day to reduce risk for disease and help lead a longer, healthier life. This is roughly equivalent to 30 minutes of activity most days of the week. How is that possible for people who work at desk jobs all day? Take a walking meeting!

I've worn a few hats in my working life. One of them was a school administrator. The school was a progressive school in lots ways. Every year the whole faculty would go on a working retreat. There were hours and hours of meetings that included walking and talking as we hiked the Adirondack Mountains. Colleagues would comment on how much more we got accomplished when we walked and talked.

PURPOSE. This study examined the phenomenon and meaning of laughing at oneself as described by the lived experiences of student nurses. BACKGROUND. Studies in older populations revealed that maturity and experience, not necessarily age, made a difference in the ability to laugh at oneself, but little research has been conducted on nursing students and the ability to laugh at oneself. A descriptive, exploratory, qualitative design and phenomenological method was used. Face-to-face interviews with nine female nursing students were recorded and transcribed. Meaning statements were identified in the language of the participants and synthesized by the researcher. RESULTS. Findings suggest that beginning nursing students bring the experience of laughing at oneself into the nursing profession and it provides them with valuable insights into the challenges facing them in a nursing career. IMPLICATIONS. Major themes were that the ability to laugh at oneself helps nursing students to maintain a balanced perspective and to not take themselves too seriously. A potential for laughing at oneself helps in keeping a balance between tragedy and comedy in life. Other implications for nursing job satisfaction and job retention are discussed.
PMID: 19954466 [PubMed - indexed for MEDLINE]

Adamle, K., Ludwick, R., Zeller, R., & Winchell, J. (2009). Oncology nurses' responses to patient-initiated humor (PIH). Cancer Nursing: An International Journal for Cancer Care. 31(6), E1.

The purpose of this study was to investigate potential predictors (patient variables) that would result in oncology nurses' recognition of and response to patient-initiated humor (PIH). Participants included 47 nurses of an 80-member Oncology Nursing Society chapter (57% response rate), which yielded 232 usable vignettes. Previously collected qualitative data of patient-nurse conversations were used to construct simulated vignettes using a factorial survey design. Five randomly generated vignettes containing 14 independent patient variables with different levels were used to examine nurses' identification of PIH. The unit of analysis in factorial survey is the vignette. Multiple regression and analysis of variance were used to analyze variables in each vignette. Two of 14 variables were significant: "verbal" (actual words the patient spoke) and "intonation" (inflection, pitch, or manner of speech). A 2x2 factorial analysis of variance using verbal and intonation variables revealed that oncology nurses' recognition of and response to PIH were primarily predicted by patients' verbal words. This study distinguishes PIH as a patient-initiated behavior rather than nurse-driven interventions and is a new venue for research in patient-nurse interactions. Results demonstrate the central role of patient-centered communication to inform clinical practice about patient preferences, individualized integration/participation in their care, and a knowledge base of patient-centered behaviors for outcomes of personal importance.
PMID: 18987502 [PubMed - indexed for MEDLINE]

I think we've all experienced that awkward moment, when you're speaking to someone and the cell phone rings. For a moment one person glances at their phone, while the other wonders if they're about to be trumped by a phone call. No one likes being ignored in the midst of a cell conversation. It's rude. But this is the reality of our 21st century lifestyle, where technology constantly competes for our attention. Social media, cell phones, emails and iGadgets. It's hard to keep track of it all. And it can stress you out. Twenty years ago, we did not face the same challenges of managing our time and energy. We live in unprecedented times of distraction and stimulation. We are connected 24/7 -- and oddly, disconnected.

It isn't just the plethora of tech offerings that keep us feeling preoccupied and divided, it is our relationship to these devices that keep us wanting more. What can we do to shift our relationship to the technology that surrounds us? How can we make technology work for us and not the other way around?

The good news is we can use technology as a tool to raise our awareness. We can do this by paying attention and asking ourselves questions about the way we use our technology. Just notice: Do you hold your breath when you're working on the computer? Do you notice how often you feel compelled to check your cell phone?

Here are seven ways you can practice mindfulness with your technology platforms. Try these practices as an experiment to raise your own awareness. Refrain from judging yourself or being too harsh about how these practices work for you. These exercises are intended to raise awareness by simply being aware.

1) When the cell phone rings: Have you ever noticed how quickly you respond to the phone ringing? From the moment it rings, do you instantly feel the need to respond right away? Does a ringing phone knock you out of your present moment or disconnect you from the people you're with?

Try taking three deep breaths and center yourself before answering the phone. Experience a moment of presence before answering the phone. Notice what it's like to pause before your answer. Read More

The Longer The Shifts For Hospital Nurses, The Higher The Levels Of Burnout And Patient Dissatisfaction
Amy Witkoski Stimpfel (amywit@nursing.upenn.edu) is a research fellow at the Center for Health Outcomes and Policy Research at the University of Pennsylvania School of Nursing, in Philadelphia.
Douglas M. Sloane is an adjunct professor at the University of Pennsylvania School of Nursing.
Linda H. Aiken is the Claire M. Fagin Leadership Professor of Nursing, a professor of sociology, and director of the Center for Health Outcomes and Policy Research at the University of Pennsylvania School of Nursing.

Abstract

Extended work shifts of twelve hours or longer are common and even popular with hospital staff nurses, but little is known about how such extended hours affect the care that patients receive or the well-being of nurses. Survey data from nurses in four states showed that more than 80 percent of the nurses were satisfied with scheduling practices at their hospital. However, as the proportion of hospital nurses working shifts of more than thirteen hours increased, patients’ dissatisfaction with care increased. Furthermore, nurses working shifts of ten hours or longer were up to two and a half times more likely than nurses working shorter shifts to experience burnout and job dissatisfaction and to intend to leave the job. Extended shifts undermine nurses’ well-being, may result in expensive job turnover, and can negatively affect patient care. Policies regulating work hours for nurses, similar to those set for resident physicians, may be warranted. Nursing leaders should also encourage workplace cultures that respect nurses’ days off and vacation time, promote nurses’ prompt departure at the end of a shift, and allow nurses to refuse to work overtime without retribution.

Do you work the night shift or rotating shifts? Do some of your patients struggle with sleep problems? If so, access our on-demand webinar on shiftwork sleep disorder (SWSD). More than 22 million Americans are shiftworkers, and nurses account for a large portion of them. Especially when they have long commutes and family responsibilities, shiftworking nurses are vulnerable to significant sleep loss and SWSD. According to the Centers for Disease Control and Prevention, SWSD poses serious health threats. Shiftwork, lost sleep, and SWSD can reduce your job performance, decrease quality of life, and jeopardize patient safety. And, the health threats your patients with SWSD suffer can lower their quality of life and put them at risk for injuries.

Unfortunately, many nurses and other healthcare professionals aren't familiar with SWSD. To learn more about this disorder that can affect you, your colleagues, and even patients, take advantage of an on-demand web course, "Shiftwork sleep disorder: The role of the nurse - Understanding the consequences of SWSD for you and your patients." This fast-paced, on-demand webinar features sleep disorder experts who discuss:

risks associated with shiftwork
physiologic and psychological effects of shiftwork and SWSD
impact of shiftwork on safety, performance, and productivity
nonpharmacologic and pharmacologic management
assessment tools

Take this free CE offering ...

Abstract
Test taking in nursing school can produce stress that affects the ability of students to realize their goals of graduation. In this study, the use of lavender and rosemary essential oil sachets reduced test-taking stress in graduate nursing students as evidenced by lower scores on test anxiety measure, personal statements, and pulse rates.

Abstract
Aims.  To identify the types of interventions that are effective in reducing stress in student nurses, and to make recommendations for future research.

Background.  Student nurses experience significant stress during their training and this may contribute to sickness, absence and attrition. Given the global shortage of nurses and high dropout rates amongst trainees, the importance for developing stress management programmes for student nurses is becoming more evident. To date, only one review has examined the effectiveness of stress interventions for student nurses, but the emergence of recent literature warrants a new review.

Data sources.  Research papers published between April 1981 and April 2008 were identified from the following databases: Medline, CINAHL, Behavioral Sciences Collection, IBSS and Psychinfo.

Review methods.  A quantitative systematic review with narrative synthesis was conducted. Key terms included ‘nurses OR nursing OR nurse’, ‘student OR students’, ‘intervention’, ‘stress OR burnout’. In addition to database searches, reference lists of selected papers were scanned, key authors were contacted and manual searches of key journals were conducted.

Results.  The most effective interventions provided skills for coping with stressful situations (typically relaxation) and skills for changing maladaptive cognitions. Interventions which promoted skills to reduce the intensity or number of stressors were also successful. In most cases, stress interventions did not improve academic performance.

Conclusion.  The design of stress interventions should be driven by theory. Future studies should focus on interface and organizational factors and the long-term benefits of interventions for student nurses are yet to be demonstrated.

Marilyn K. Rhodes, EdD, MSN, RN, CNM
Arlene H. Morris, EdD, MSN, RN, CNE
Ramona Browder Lazenby, EdD, RN, FNP-BC, CNE
Abstract

An award-winning journalist spoke to a group of students during their first month in a baccalaureate nursing program, challenging the nursing profession to abandon its image of nurses as angels and promote an image of nurses as competent professionals who are both knowledgeable and caring. This presentation elicited an unanticipated level of emotion, primarily anger, on the part of the students. This unexpected reaction prompted faculty to explore the students’ motivations for entering the nursing profession and their perceptions of the relative importance of competence and caring in nursing. The authors begin this article by reviewing the literature related to motivations for selecting a profession and the contributions of competence and caring to nursing care. Next they describe their survey method and analysis and report their findings regarding student motivations and perceptions of competence and caring in nursing. Emerging themes for motivation reflected nursing values, especially altruism, and coincided with students’ beliefs of self-efficacy and goal attainment. Student responses indicated their understanding of the need for competence and revealed idealistic perceptions of caring. The authors conclude with a discussion of these themes and recommendations for student recruitment, curricular emphasis, and future research in this area.. Read morea t www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJ...

Bethany C. DeMarco, BA, BSN, RN bethanydemarco@gmail.com
Research team: Bethany C. DeMarco, BA, BSN, RN, Jessica L. McDonald, BS, BSN, RN;
Dan Van Leuven, BS, BSN, RN; Tara Shaw, BS, BSN, RN.
Special Thanks to Beverly Sesters, DNP for facilitating our participation in the AHNA
Conference, the Reflection Room and research survey.
Caring is fundamental to the nursing practice, but is often compromised by burnout
experienced by nurses. Previous studies demonstrate the need for self-care in the
nursing population (Chow & Kalischuck, 2008), and relate lack of self-care to burnout
experienced by nurses (Brathovde, 2006; Johns 2004), as well as compromised caring
and quality of care for patients (Behrendt, 2008). Nurses may not have the appropriate
training or resources available to deal with work-related stressors (Brathovde, 2006).
The recovery of the ‘disease’ of burnout in nurses may result in increased quality of
patient care (Benner & Wrubel, 1989). Self-care is an essential component in nurses’
recovery from burnout. Although previous studies have demonstrated the need for
nursing or student nursing self care (Chow & Kalischuk, 2008), research does not
specifically address the holistic nursing population who actively seeks education about
nursing self-care at the AHNA annual conference. The specific aim of this study is to
measure the self-care status of AHNA nurses who attended the annual 2010 AHNA
conference and to determine if self-care is related to their overall health. Self-care is
central to AHNA according to Core Value 3, holistic nurses engage in self-care in order to
“better serve self and others” (ANA, 2007), thus AHNA’s Annual Conference was chosen
as the setting. The population studied met the minimum inclusion criteria of being a
registered nurse (R.N.), an attendee of the AHNA 2010 conference, and a participant in
the Reflection Room (RR). Read more at : www.ahna.org/Research/WebLibrary/ArticleLibrary/tabid/6897/Default.aspx#...

A small study from Massachusetts General Hospital (MGH) researchers found that online virtual communities may be an effective way to train patients in meditation and other mind/body techniques.  The ability to learn and practice approaches that elicit the relaxation response – a state of deep rest that has been shown to alleviate stress-related symptoms – in a virtual environment could help surmount several barriers that can restrict participation.

"Our finding that a medical intervention – in this case teaching a mind/body approach that includes the relaxation response – can be delivered via a virtual environment is important because these environments are are richer and more rewarding than simply using interactive web sites," says Daniel Hoch, MD, PhD, of the Benson-Henry Institute for Mind Body Medicine at MGH, corresponding author of the report appearing in the open-access journal PLoS One.  

Hoch explains that, while practices that elicit the relaxation response have been shown to benefit individuals with a wide variety of health problems, the traditional way of teaching these practices – face-to-face meetings over several weeks – can present significant difficulties for patients, particularly those with limited mobility.  In addition, individuals who are uncomfortable with group programs may prefer the anonymity of a virtual educational setting. While Internet-based programs have been used for mental health screening and support programs, Hoch and his colleagues were not aware of any prior efforts to systematically study a virtual mind-body intervention. 

To test whether delivering such a program through a virtual environment was feasible, the research team chose Second Life, a three-dimensional "virtual world" in which users interact by means of online avatars that can communicate basic body language and emotional states.  Several patient support groups, including groups for individuals with neurologic disorders, have established Second Life communities to share information and experiences.  To adapt traditional face-to-face teaching methods to a virtual environment, Hoch brought experienced Benson-Henry clinicians together with experts in applications of Second Life to design the program.