Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study

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• 作者：Jasna K. Schwind^a ; ^{jschwind@ryerson.ca} ; Elizabeth McCay^a ; ^{bmccay@ryerson.ca} ; Heather Beanlands^a ; ^{hbeanlan@ryerson.ca} ; Lori Schindel Martin^b ; ^{lori.schindelmartin@ryerson.ca} ; Jennifer Martin^c ; ^{jjmartin@ryerson.ca} ; Marni Binder^d ; ^{mbinder@ryerson.ca}
• 关键词：Mindfulness ; Education ; Higher education ; Health professions
• 刊名：Nurse Education Today
• 出版年：2017
• 出版时间：March 2017
• 年：2017
• 卷：50
• 期：Complete
• 页码：92-96
• 全文大小：239 K
• 卷排序：50

文摘

Brief instructor guided mindfulness practice in higher education can promote student wellbeing. Mindfulness practice might help mitigate stress and anxiety among students in higher education. Mindful breathing at the start of class supports a respectful and peaceful class environment. Instructors might also accrue benefits from introducing mindful practice into their classrooms