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Beekum, Servaas Van. "Mindfulness and Leadership: A Critical Reflection". Business and Management Studies 2, n.º 1 (5 de noviembre de 2015): 44. http://dx.doi.org/10.11114/bms.v2i1.1190.
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This paper critically highlights the history and the current use of the concept of mindfulness, from its Buddhist roots via medical application and organizational consulting into its application as a management tool. The paper puts the concept of mindfulness in its historical context, mentions some of the controversies the ‘brand of mindfulness’ has stirred and prefers the term ‘being mindful’ over ‘mindfulness’. However, as Stolarov (1992) argued: the mind in isolation is a myth. The mind itself is social and relational in such a way that the intrapsychic inner world is directly related to the relational context in which it is embedded. In consulting and management, being mindful is, beyond an individual process of growth and development, also relational, recognizing that there are two or more entities working in a mutual and reciprocal process. Once we apply ‘being mindful’ on professionals in organizations it is clear that this can improve the wellbeing of leaders, managers and staff and the overall effectiveness of an organization. In the organizational literature the concept of ‘deep thinking’ is explored in marketing and sales. The paper promotes, explores and elaborates the concept of being mindful, including deep thinking, as essential for practical and spiritual aspects of organizational and corporate life, in particular for the transformational tasks of leaders and managers. Eight characteristics of mindful leadership are elaborated. Finally the potential parallel process of the rise of mindfulness and transactional analysis, stands out as a warning.
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Peckett, Helen, Tamsin Arnold, Monika Urbanek y Helene Miles. "Reflections on facilitating a new mindfulness/ACT- based group for parents of children with intellectual disabilities". Clinical Psychology Forum 1, n.º 291 (marzo de 2017): 15–19. http://dx.doi.org/10.53841/bpscpf.2017.1.291.15.
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Reflections on facilitating an ACT/mindfulness based group for parents of children who have developmental disabilities are presented. These focus on a shared process, a deepened personal practice for facilitators, enhanced mindful reflection and changes to clinical practice.
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Mangion, Margaret. "Looking back on Online data Collection Through Mindful Reflection". Electronic Journal of Business Research Methods 20, n.º 3 (8 de noviembre de 2022): 111–21. http://dx.doi.org/10.34190/ejbrm.20.3.2930.
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Reflections emerging from what was learned from conducting online research by using an online survey administered to primary school pupils during the Covid-19 pandemic are presented in this paper. First, a brief review of relevant literature is outlined. Secondly, the advantages and limitations of conducting online research are addressed. An overview of the research process employed including the sample, measures used and procedures employed for ethics clearance are how online research was made possible during a pandemic was explored. The main challenges were: (a) parental engagement and the subsequent collection of consent forms; (b) the actual data acquisition itself. These issues and others are explored through a reflection process using the cycle outlined by Gibbs (1988). The paper also points out how the reflective process was applied throughout the project. The study is focused on how pupils aged between 9 – 11 years perceived their own creative self-concept and their wellbeing at school. In this quantitative study, five hundred and thirty pupils were recruited through their schools following the dissemination of information letters and consent forms. While various advantages emerged from conducting online research, this approach was not without problems. Finally, this study presented an opportunity for learning and growth for the author through a process of reflection and evaluation.
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Ellis, Gary D., Andrew Lacanienta, William F. Zanolini, Darlene Locke y Jingxian Jiang. "Mindful Learning Experiences Through Structured Reflections During a Youth Travel-Abroad Program". Journal of Youth Development 15, n.º 5 (22 de septiembre de 2020): 172–85. http://dx.doi.org/10.5195/jyd.2019.797.
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Mindfulness is an actively engaged state of mind when an individual is attuned to their surrounding multi-sensory elements. Mindful learning experiences during youth programs may enhance learning and the overall quality of experiences. We developed, executed, and evaluated an end-of-day structured mindfulness experience during a 4-H travel camp. In this paper we summarize the program and its outcomes and share details we believe will assist other youth professionals who may want to build structured mindfulness experiences into their own programs. Through the 4-H Global Travelers program, 20 youth participated in a 7-day travel camp in Argentina. At the end of each day campers gathered to engage in a 20-minute guided reflection of that day’s activities. We projected photographs taken throughout the day to facilitate recall of and reflection on their experiences that day. Campers’ responses to questions about the quality of their experience immediately following each of the mindful reflection sessions showed that sessions were highly absorbing, mindful learning experiences.
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Pearson, Mark. "Student perceptions of mindful reflection as a media law teaching tool". Australian Journalism Review 45, n.º 2 (1 de octubre de 2023): 201–15. http://dx.doi.org/10.1386/ajr_00132_1.
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Graduates’ failure to pause, reflect and draw on their learning to predict the legal consequences of their publishing can result in fines, damages and even jail terms. This article reports upon a survey of more than one hundred media law students in courses at an Australian university over two years where mindfulness-based cognitive reflections were used as a teaching tool. The author and colleague developed a conceptual map to explain the potentialities of mindfulness-based meditation in journalism education. In this action research project, mindfulness-based reflections were offered regularly during a media law course, with a strong emphasis upon emotional and situational analysis of media law dilemmas, as a complement to a traditional style of teaching media law cases, legislation and topics. Basic mindfulness meditation practices can equip students with a toolkit of techniques for inward reflection which they can use to assess their thought processes, emotional states, workplace situations, legal dilemmas, ethics and learning. The approach is in accord with the research on metacognition in psychology and education. The study reports a variety of student responses to the mindfulness reflection experience, ranging from some who objected to its use or who reported it to be of no value to their media law studies through to others who found it invaluable for their learning and lives. Students responded to a series of both Likert and open-ended questions covering their previous meditation exposure, frequency of participation, perceived benefits and shortcomings, extent of assisting learning and suggestions for improvements in the technique.
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Harant, Martin y Anja Nold. "Lehrer_innenprofessionalität und Achtsamkeit". Vierteljahrsschrift für wissenschaftliche Pädagogik 99, n.º 3 (8 de septiembre de 2023): 390–408. http://dx.doi.org/10.30965/25890581-09703107.
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Abstract Teacher Professionalism and Mindfulness. Theory and Practice Reflection from the Perspective of Mindful Education In the article, we discuss the question how basic concerns of mindful education can be theoretically and systematically addressed in the context of teacher professionalism and how they can be applied in an exemplary case work on gender issues to make a concrete contribution to the professionalization of teachers in that regard.
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Dray, Barbara J. y Debora Basler Wisneski. "Mindful Reflection as a Process for Developing Culturally Responsive Practices". TEACHING Exceptional Children 44, n.º 1 (septiembre de 2011): 28–36. http://dx.doi.org/10.1177/004005991104400104.
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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman y Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung". Transformasi Manageria: Journal of Islamic Education Management 3, n.º 2 (26 de diciembre de 2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i2.2480.
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This training aims to improve the mindful parenting skills of 'Aisyiyah Busthanul Athfal (ABA) Kindergarten teachers in the 'Aisyiyah Regional Leadership (PDA) Bandung Regency. The Asah, Asih, Asuh training program related to Mindful Parenting in teaching consists of five sessions, including Lecturing, Role Plays, FGD, Reflection, and Skill Review sessions. These changes can be seen from the results of the Pre-Test and Post-Test which were held at the beginning of the training and at the end of the training, which aims to see how far the changes have occurred after participating in the Asah, Asih, Asuh training. With the implementation of the Asah, Asih, Foster Training, it is hoped that participants will be able to apply all of the understanding or skills acquired during the training into the actual teaching system in schools.
Keywords: Training; Mindful Parenting; Kindergarten teacher ‘Aisyiyah Busthanul Athfal
ABSTRAK.
Pelatihan ini bertujuan untuk meningkatkan keterampilan mindful parenting pada guru-guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung. Program pelatihan Asah, Asih, Asuh yang berkaitan dengan mindful parenting dalam pengajaran terdiri dari lima sesi, diantaranya sesi Lecturing, Role Plays, FGD, Reflection, dan Skill Review. Perubahan tersebut terlihat dari hasil Pre-Test dan Post-Test yang di adakan di awal pelatihan dan akhir pelatihan, yang bertujuan untuk melihat seberapa jauh perubahan yang terjadi setelah mengikuti pelatihan Asah, Asih, Asuh ini. Dengan telah terlaksananya kegiatan Pelatihan Asah, Asih, Asuh ini diharapkan peserta dapat mengaplikasikan seluruh pemahaman ataupun keterampilan-keterampilan yang di dapatkan pada saat pelatihan ke dalam sistem pengajaran sesungguhnya di sekolah.
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Muchyi, Adisty Sheyra, Nurlaela Hamidah, Riyanda Utari,, Achmad Farin, Irianti Usman y Azwar Ghozin. "Pelatihan “Asah Asih Asuh” untuk Meningkatkan Keterampilan Mindful Parenting pada Guru-Guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung". Transformasi Manageria: Journal of Islamic Education Management 3, n.º 1 (26 de diciembre de 2022): 352–63. http://dx.doi.org/10.47467/manageria.v3i1.2480.
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This training aims to improve the mindful parenting skills of 'Aisyiyah Busthanul Athfal (ABA) Kindergarten teachers in the 'Aisyiyah Regional Leadership (PDA) Bandung Regency. The Asah, Asih, Asuh training program related to Mindful Parenting in teaching consists of five sessions, including Lecturing, Role Plays, FGD, Reflection, and Skill Review sessions. These changes can be seen from the results of the Pre-Test and Post-Test which were held at the beginning of the training and at the end of the training, which aims to see how far the changes have occurred after participating in the Asah, Asih, Asuh training. With the implementation of the Asah, Asih, Foster Training, it is hoped that participants will be able to apply all of the understanding or skills acquired during the training into the actual teaching system in schools.
Keywords: Training; Mindful Parenting; Kindergarten teacher ‘Aisyiyah Busthanul Athfal
ABSTRAK.
Pelatihan ini bertujuan untuk meningkatkan keterampilan mindful parenting pada guru-guru TK ‘Aisyiyah Busthanul Athfal (ABA) di Lingkungan Pimpinan Daerah ‘Aisyiyah (PDA) Kabupaten Bandung. Program pelatihan Asah, Asih, Asuh yang berkaitan dengan mindful parenting dalam pengajaran terdiri dari lima sesi, diantaranya sesi Lecturing, Role Plays, FGD, Reflection, dan Skill Review. Perubahan tersebut terlihat dari hasil Pre-Test dan Post-Test yang di adakan di awal pelatihan dan akhir pelatihan, yang bertujuan untuk melihat seberapa jauh perubahan yang terjadi setelah mengikuti pelatihan Asah, Asih, Asuh ini. Dengan telah terlaksananya kegiatan Pelatihan Asah, Asih, Asuh ini diharapkan peserta dapat mengaplikasikan seluruh pemahaman ataupun keterampilan-keterampilan yang di dapatkan pada saat pelatihan ke dalam sistem pengajaran sesungguhnya di sekolah.
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Marczak, Mariusz. "Nurturing Mindful Behaviour in Translation Students. From Learning Practices to Disposition". Annales Universitatis Mariae Curie-Skłodowska, sectio FF – Philologiae 41, n.º 2 (19 de diciembre de 2023): 195–216. http://dx.doi.org/10.17951/ff.2023.41.2.195-216.
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Contemporary translator education aims to develop professional competences, adaptability to job market dynamics and life-long learning skills by fostering collaborative, situated and self-directed, experiential learning. In recognition of the essentiality of reflection skills for life-long learning, the author examines the possibility of stimulating students’ (cultural) reflection in online (intercultural) projects via guidance on mindful behaviour, as defined by Ritchhart and Perkins and discusses the findings with a view to informing task design which would augment the development of cultural and other components of translator competence.
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Helding, Lynn. "A Birthday Reflection on the History of NATS". Journal of Singing 80, n.º 4 (marzo de 2024): 381–85. http://dx.doi.org/10.53830/sing.00020.
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Abstract: The official birthday year of the National Association of Teachers of Singing (NATS) is celebrated as 1944. The author discusses research about the beginnings of NATS some forty years earlier, as well as possible reasons for the hiatus between the early 1900s and NATS’ official birthday, including the heated debate about compulsory examinations that divided members at that time, led by two prominent pedagogues on opposite sides of the divide, Englishman Herman Klein and American Herbert Wilber Greene. Additionally, two new positions are announced: co-editor of the “Mindful Voice” column and the JOS internship.
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Lorenz, Stefan. "The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being". Journal of Mental Health 18, n.º 2 (enero de 2009): 178–79. http://dx.doi.org/10.1080/09638230802523096.
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Chapman, Laura Roche. "Contemplative Pedagogy: Creating Mindful Educators and Classrooms". Perspectives of the ASHA Special Interest Groups 6, n.º 6 (17 de diciembre de 2021): 1540–53. http://dx.doi.org/10.1044/2021_persp-21-00065.
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Purpose: This tutorial introduces communication sciences and disorders (CSD) educators to contemplative pedagogy (sometimes called mindfulness in the classroom). While contemplative pedagogy has considerable overlap with evidence-based teaching and learning, and aligns with values in the CSD discipline, there are few published reports investigating the role of contemplative pedagogy in CSD education. This tutorial outlines the potential benefits of contemplative pedagogy to CSD education and offers suggestions on how to create mindful educators and classrooms. Specific contemplative practices are described. Basic instructions, along with ideas and examples of how practices can be modified and contextualized in CSD classrooms, are provided. Conclusions: Educators can bring contemplative practices into CSD classrooms in many ways. Educators can cultivate a contemplative disposition through a personal practice that can enhance the development of self-awareness. Self-awareness can then inform critical reflection of teaching. Educators can select and design contemplative practices that integrate students' first-, second-, and third-person ways of knowing. As an addition to the pedagogical toolbox, contemplative pedagogy offers opportunities for educators and students to connect their own values and experiences with the process of teaching and learning.
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Hartley, Kendall, Lisa D. Bendixen, Emily Shreve y Dan Gianoutsos. "Smartphone Usage and Studying: Investigating Relationships between Type of Use and Self-Regulatory Skills". Multimodal Technologies and Interaction 6, n.º 6 (7 de junio de 2022): 44. http://dx.doi.org/10.3390/mti6060044.
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The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowledge, and (c) management of cognition were measured and compared to the smartphone practices (a) multitasking, (b) avoiding distractions, and (c) mindful use. First-year undergraduates (n = 227) completed an online survey of self-regulatory skills and common phone practices. The results support the predictions that self-regulatory skills are negatively correlated with multitasking while studying and are positively correlated with distraction avoidance and mindful use of the phone. The management of cognition factor, which includes effort, time, and planning, was strongly correlated with multitasking (r = −0.20) and avoiding distractions (r = 0.45). Regulation of cognition was strongly correlated with mindful use (r = 0.33). These results support the need to consider the relationship between self-regulation and smartphone use as it relates to learning.
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Del Bianco, Noemi y Sacha Grocholewska-Iwanejko. "Inclusive arts: Meanings and practices". EDUCATION SCIENCES AND SOCIETY, n.º 1 (julio de 2019): 281–311. http://dx.doi.org/10.3280/ess1-2019oa7890.
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The reflection on special pedagogy that deals with the use of art as means of development of the educational potential, moves our interest toward art forms that are new in the pedagogical field. The aim of this study is to explore how new forms of educational activities can be expressed and shaped in inclusive contexts between arts and mindful practice.
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van Seggelen-Damen, Inge C. M., Sanne C. T. Peeters y Nele Jacobs. "Being mindful and resilient: The role of self-reflection, rumination, and well-being." Psychology of Consciousness: Theory, Research, and Practice 10, n.º 2 (junio de 2023): 193–203. http://dx.doi.org/10.1037/cns0000338.
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Mills, Maura J., Christopher S. Reina y Dana McDaniel Sumpter. "Bringing our humanness to the workplace: Fostering reflection and reflexivity via mindful relating". Industrial and Organizational Psychology 16, n.º 1 (marzo de 2023): 105–7. http://dx.doi.org/10.1017/iop.2022.104.
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Chatwal, Monica Sheila, Christine Vinci, Richard R. Reich, Marc McDowell, Angela Reagan y Jhanelle Elaine Gray. "Mindful fellows: Study results from a pilot wellness curriculum in hematology oncology." Journal of Clinical Oncology 37, n.º 15_suppl (20 de mayo de 2019): 10508. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10508.
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10508 Background: Rates of physician burnout, depression, and career dissatisfaction are rising. It is imperative to develop solutions. Studies find mindfulness is an effective therapeutic means for physician burnout, but few programs address this in clinical trainees, specifically hematology oncology fellows. The aims of this pilot study were to determine the feasibility and acceptability of a mindfulness-based wellness curriculum. To our knowledge, this is the first study assessing this type of intervention in this population. Methods: In this single center, nonrandomized study, six monthly 30-45 minute sessions were integrated within the framework of existing didactic conferences. Each session had two parts – didactics on mindfulness and guided meditation exercises. Sessions were led by a social worker trained in mindfulness techniques. Participants completed pre and post intervention questionnaires, including Mindfulness Attention Awareness Scale (MAAS) (Carlson, 2005), Perceived Stress Scale (PSS) (Cohen, 1983), and reflection questions, with an opportunity for free responses. The primary endpoint was feasibility as determined through recruitment (target 70%) and treatment adherence defined as participation and questionnaire completion (target 80%). A secondary aim was acceptability determined through self-reflection questions (target 80%). Results: A total of 27 participants (59% female) enrolled with 37% in post-graduate year 6 (PGY-6). Of the eligible fellows, 96% enrolled and 96% of participants completed questionnaires. On self-reflection questions, 65% reported that the program was useful and 81% reported they would participate again in the future. Participants suggested modifications including location, timing, and a broader scope to include skills in addition to mindfulness (e.g. resiliency-focused). Data on self-reported levels of stress and self-awareness, an exploratory aim, will be presented at the meeting. Conclusions: Findings indicate that a mindfulness-based wellness curriculum was both feasible and acceptable for hematology oncology fellows. Modifications are being made to expand on this program, and incorporate it as a recurring component of the existing curriculum.
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Taggart, Geoff. "“We Shall Not Cease from Exploration”". Journal of Perspectives in Applied Academic Practice 6, n.º 3 (25 de septiembre de 2018): 97–99. http://dx.doi.org/10.14297/jpaap.v6i3.372.
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This ‘on the horizon’ piece outlines a mindful journaling activity which expresses the principles of contemplative pedagogy, making use of the hall which is used for university graduations. The space and time given to reflection was adventitious and unusual but, embedded more deeply in practice, could be a key feature of a compassionate university. The process of organising and leading the activity is described and evaluated.
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Komatsu, Glen Isamu. "Team Well-being and Resilience Practices in Hospice and Palliative Care". International Journal of Whole Person Care 7, n.º 1 (15 de enero de 2020): 33. http://dx.doi.org/10.26443/ijwpc.v7i1.226.
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High functioning, resilient teams do not happen by chance. Teams, similar to individuals, need to be educated, nurtured and formed over time, by a consistent vision and process. With proper team formation, the compassionate care of patients, families and colleagues can be developed, modeled and reinforced. Self-compassion is another focus to help caregivers cope with the stresses of the work and mitigate against burnout. The primary intervention which will be discussed is a regularly scheduled reflection process, e.g. 30 minutes weekly or 90 minutes monthly, with a pediatric hospice team, an inpatient palliative care team and an outpatient palliative care team. The reflection process incorporates mindful meditation, journaling, listening exercises, individual and group reflection to encourage and practice self-awareness, self-reflection, greater emotional intelligence and leadership skills. Specific tools employed include the Search Inside Yourself © Program, books by various authors, selected music, videos and personal journals. Qualitative feedback from team members, patient, family and colleague satisfaction scores has been positive. Buy-in from all team members, initially, was difficult, but over time, all team members have recognized the value of the process and have incorporated the exercises not only in their work, but in their personal lives and other roles/jobs. Other key success factors are organizational support for time for this process and individual champions to develop and lead the reflective process. The workshop will include a demonstration of exercises used in team reflections with learner participation.
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Achiam, Marianne, J. F. H. Kupper y Joseph Roche. "Inclusion, reflection and co-creation: responsible science communication across the globe". Journal of Science Communication 21, n.º 04 (10 de junio de 2022): E. http://dx.doi.org/10.22323/2.21040501.
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Science communication is at the heart of many of the challenges our societies face today. At the same time, on-going changes in the relationship between science and society and the digitalisation of society can make science communication itself into a complex challenge. How can science communication adapt to an ever-changing landscape and take on new roles? In this issue we explore the potential of ‘responsible science communication’ to support and develop meaningful, open and trustworthy relationships between science and society. We present a selection of papers that review three crucial dimensions of ‘responsible science communication: reflexivity, inclusivity and co-creation’. Integrating theory and practice, this issue advocates that researchers and practitioners should be mindful of these dimensions to create meaningful conversations about science and our future.
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Whipps, Judy D. "Ethical Obligations of Thinking in Dark Times: A Deweyan Reading of Hannah Arendt". Contemporary Pragmatism 16, n.º 2-3 (17 de mayo de 2019): 201–16. http://dx.doi.org/10.1163/18758185-01602004.
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The current global wave of nationalism threatens the process of shared critical reflection, driving many of us back to reading Hannah Arendt. These “dark times” are especially challenging from a Deweyan pragmatist perspective because critical and cooperative inquiry requires a free community of thinkers. Having lived in a near-fascist religious group for fifteen years, this essay brings personal experiences to the questions of how we think as well as create spaces for diverse yet shared realities to think and act in freedom. Drawing on Arendt as well as Dewey, Addams, and Minnich, this essay explores three necessities for integrity in dark times: (a) Radical honesty and reflection which requires facing up to reality and being mindful about events in our world; (b) Building communities: creating shared reality and public spaces to appear, (c) Developing the skills of engaged thinking and the capacity for deep reflection as a foundation for action together.
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Mantzios, Michail y Helen Egan. "An experiential reflection of a mindful lecturer: exploring enhancement of active learning in higher education". Higher Education Pedagogies 4, n.º 1 (1 de enero de 2019): 304–6. http://dx.doi.org/10.1080/23752696.2019.1629826.
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Filo, Gabor. "The Mindful Brain, Reflection and Attunement in the Cultivation of Well-Beingby D. J. Siegel". American Journal of Clinical Hypnosis 56, n.º 2 (5 de septiembre de 2013): 194–96. http://dx.doi.org/10.1080/00029157.2013.772433.
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Knox, Jean. "The Mindful Brain. Reflection and Attunement in the Cultivation of Wellbeing by Siegel, Daniel J." Journal of Analytical Psychology 54, n.º 2 (30 de marzo de 2009): 284–85. http://dx.doi.org/10.1111/j.1468-5922.2009.01775_3.x.
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Harvey, Marina, Greg Walkerden, Anne-Louise Semple, Kath McLachlan, Kate Lloyd y Michaela Baker. "A song and a dance: Being inclusive and creative in practicing and documenting reflection for learning". Journal of University Teaching and Learning Practice 13, n.º 2 (1 de abril de 2016): 28–45. http://dx.doi.org/10.53761/1.13.2.3.
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As the number of students engaging in higher education increases, so too does their diversity. Additionally, there is growing pressure on universities to better prepare graduates for the varied paths they will pursue beyond study. In responding to these conditions it is important to develop pedagogical approaches that are both inclusive and engaging. One adaptation needed is in relation to the practice and documentation of reflection for learning. Reflection is widely practiced across higher education, and is favoured by the Work-Integrated Learning field for the ways it helps students make sense of their learning. The ongoing reliance on journals for practising and documenting reflection has several benefits; however, a diverse student body, engaging with diverse learning experiences, is likely to benefit from being offered diverse, flexible ways of engaging with reflective practice. Informed by student and practitioner reflective data gathered at an Australian university, this conceptual paper accepts the challenge to “disrupt” (deFreitas 2007) the text and “move beyond the diary” (Harvey et al. 2012) to present an argument for the value and role of alternative modes of reflection, spanning arts-based, embodied, mindful and technological approaches. Underpinning this advocacy of diverse mediums for reflection are the principles of inclusivity and universal design.
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Xu, Xiaohong, Lixin Jiang, Phan Y. Hong y Maree Roche. "Will mindful employees benefit from positive work reflection triggered by transformational leadership? A two-study examination." International Journal of Stress Management 28, n.º 1 (febrero de 2021): 61–73. http://dx.doi.org/10.1037/str0000222.
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Elias, Heléna y Francesca De Luca. "Atlas: Matrix". GIS - Gesto, Imagem e Som - Revista de Antropologia 4, n.º 1 (24 de octubre de 2019): 73–93. http://dx.doi.org/10.11606/issn.2525-3123.gis.2019.152838.
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This short, experimental piece, represents one possible way to describe the site-specific installation ATLAS: MATRIX in the Tropical Garden of Belém in Lisbon, Portugal. The text is the narrative of a mindful collaboration, one where the act of collaborating - intentional but not overly planned - resulted in an open-ended installation/dispositive that called for ulterior collaboration, enabling the spectators to play with the elements while generating, at the same time, a reflection around the collaborative endeavour itself. An introductory story in the form of a diary is followed by DIY guidelines, indicating a replicable formula for co-laborating - [from Latin cum (together) + laborare (to practice)] - in transdisciplinary settings.
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Grace Andal, Aireen y Shuang Wu. "Doctoral Journey During Covid-19: Reflections From a Collaborative Autoethnography". International Journal of Doctoral Studies 16 (2021): 633–56. http://dx.doi.org/10.28945/4871.
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Aim/Purpose: This paper identifies and examines cross-cutting experiences from the perspective of two doctoral students, whose research was affected by the coronavirus pandemic (COVID-19). Background: The COVID-19 pandemic continues to be challenging for higher education scholars in terms of proceeding with their research and how the pandemic sets the scene for changes in higher education’s future. Due to increased anxiety levels because of uncertainties, the paper provides a reflection of doctoral experiences from two students – one in Russia at the data collection stage, and one in China (enrolled in New Zealand) at the proposal stage. Methodology: Through collaborative autoethnography and joint-reflection, we analyze our experiences as doctoral students focusing on methodological adjustments, ethical dilemmas, adaptation strategies and supervisor-supervisee relationships. Conducting a collaborative autoethnography provides a richer analysis of the interplay between perspectives, compared to a traditional autoethnography. Collaborative autoethnography also provides conditions for a collective exploration of subjectivities of doctoral students through an iterative process. After providing separate individual accounts, we discussed our experiences, analyzed them, and engaged in a joint-reflection from our consensual interpretations. Contribution: Our work aims to contribute to existing discussions on how COVID-19 impacted on doctoral students’ coping strategies during the pandemic. The paper encourages doctoral students to further discuss how they navigate their doctoral experiences through autoethnography and joint-reflections. Findings: Three main themes transpired in our analysis. First, we encountered roadblocks such as interruptions, frustrations and resistance to adapt our doctoral studies in the pandemic context, which align with the recent literature regarding education during the coronavirus pandemic. Second, we faced a diversity of burdens and privileges in the pandemic, which provided us with both pleasant (opportunity to create change) and unpleasant (unknown threats) situations, thereby enabling us to construct and reconstruct our stories through reflection. Third, we experienced a shared unfamiliarity of doing doctoral studies during the pandemic, to which the role of the academic community including our supervisors and doctoral colleagues contributed to how we managed our circumstances. Recommendations for Practitioners: We speak to our fellow doctoral students to dare navigate their doctoral experiences through collaborative reflections. In practice, by reflecting on our experience, we recommend that new doctoral students remain flexible and mindful of their doctoral journeys and recognize their agency to deal with the unexpected. We thus encourage the view of doctoral studies as a process rather than outcome-oriented, as we gain experience from processes. Recommendation for Researchers: We recommend using both collaborative autoethnography and joint-reflection as an instructive tool for qualitative research. Such engagements offer important discussions towards further communications and exchange of ideas among doctoral students from various backgrounds. Impact on Society: More broadly, this work is an invitation to reflect and provoke further thoughts to articulate reflections on the impact and various ways of thinking that the pandemic might bring to the fore. Future Research: Doctoral students are welcome to contribute to a collectivity of narratives that thicken the data and analyses of their pandemic experiences in higher education to reinforce the role of doctoral researchers as agents of history in the trying times of a pandemic.
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Syarifuddin, Nurmiati, Rohaiza Rokis y Engku Ahmad Zaki Engku Alwi Al Aydarus. "Reflecting Al-Hima on “Kinship Mindfulness” Within The Ammatoan’s Indigenous Kinship System for The Nature Sustainability Through Life Simplicity". ‘Abqari Journal 22, n.º 1 (25 de abril de 2020): 35–50. http://dx.doi.org/10.33102/abqari.vol22no1.278.
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This article studies exceptional indigenous-spiritual affections for ecological preservation through practicing a simple life. The main initiative of this study is to understand nature preservation practices of two communities of diverse continents – the Ammatoans and Arabs. The article is not designed to compare both, but a mere effort to link the indigenous-spiritual practices in respecting nature for ensuring sustainable resources on earth today through nature preservation i.e. forest, pasture and alike. The Arabs’ concept of “al-Hima” is a reflection of the Ammatoans’ “kinship mindfulness” – a new concept which this article is proposing. The article found the mindful intention, attention and attitude towards the forest in the Ammatoan’s kinship system mirror to the ancient old practice of grassland preservation among the Arabs. The data found that Ammatoans have huge respect for their forest. They are fully aware of the necessity to preserve the forest not only because the forest is an asset but most importantly is part of their spiritual life. To be mindful, they are guided by the Pasang Ri-Kajang – their indigenous handbook that obligates for forest preservation. The Ammatoan’s “kinship mindfulness” of West Sulawesi is particularly consistent with the "al-Hima” of the Arabs in the Middle East.
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Kemper, Kathi J. "Brief Online Mindfulness Training". Journal of Evidence-Based Complementary & Alternative Medicine 22, n.º 1 (8 de julio de 2016): 75–80. http://dx.doi.org/10.1177/2156587216639199.
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Background. Online training is feasible, but the impact of brief mindfulness training on health professionals needs to be better understood. Methods. We analyzed data from health professionals and trainees who completed self-reflection exercises embedded in online mindfulness training between May 2014 and September, 2015; their changes in mindfulness were measured using standardized scales. Results. Participants included nurses (34%), physicians (24%), social workers and psychologists (10%), dietitians (8%), and others (25%); 85% were women, and 20% were trainees. The most popular module was Introduction to Mindfulness (n = 161), followed by Mindfulness in Daily Life (n = 146), and Mindful Breathing and Walking (n = 129); most (68%) participants who took 1 module took all 3 modules. There were no differences in participation in any module by gender, trainee status, or profession. Completing modules was associated with small but significant improvements on the Cognitive and Affective Mindfulness Scale–Revised, the Mindful Attention Awareness Scale, and the Five Facet Mindfulness Questionnaire ( P < 0.001 for all). Conclusion. Online training reaches diverse health professionals and is associated with immediate improvements in mindfulness. Additional research is warranted to compare the long-term cost-effectiveness of different doses of online and in-person mindfulness training on clinician burnout and quality of care.
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Ročāne, Maija y Alīda Samuseviča. "DEVELOPING A CULTURE OF MINDFUL LEARNING: CHALLENGES, BENEFITS, AND OPPORTUNITIES". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (3 de julio de 2023): 644–54. http://dx.doi.org/10.17770/sie2023vol1.7111.
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Learning is an individual process for each student. People can be aware of own learning or do not think about it at all in the diverse situations of life. However, in the pedagogical reality, the awareness of students' learning is essential as it contributes to self-regulation of behaviour and self-reflection of actions, striving towards continuous self-development. It is important to be aware of oneself mentally and physically, understanding and accepting own thoughts or feelings. The integration of all areas of personal development becomes relevant, as changes in one area are linked to changes in another. Awareness of own learning directs the learner towards the social, emotional and academic dimension, including not only awareness of the knowledge and acquired skills, but awareness of own goals, motivations, emotions, interests, the personal relevance of the learning content and also the variability of the current situation, strategies for future learning, and other elements of the learning process. Mindfulness can also be seen as a powerful 'antidote' to common mental health problems, e.g. fatigue, exhaustion, apathy, anxiety and difficulty in concentrating. Mindfulness practices can be implemented at schools as an element of the lesson, but it is also important to purposefully create a culture of mindfulness at the institutional level, which can be greatly facilitated by the professional development of teachers. Mindfulness is a mental state of being reflective in the present moment. It provides the ability to live intensely in the present moment, acceptance of own thoughts and feelings, a sense of perspective and the ability to cope with stressful situations through conscious concentration. The aim of this publication is to analyze the theoretical aspects of mindfulness, the possibilities of facilitating the learning process through mindfulness practices, as well as to carry out empirical research evaluating 16-19-year-old students` self-awareness skills, the phenomenon of the presence of mindfulness in their learning process and its impact on their learning outcomes.
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Zhang, Jianmin. "On the Presentation of Artistic Conception in Ancient Chinese Ink Painting". Korean Journal of Art History 314 (30 de junio de 2022): 135–56. http://dx.doi.org/10.31065/kjah.314.202206.005.
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As an integral part of the Chinese tradition, ancient Chinese ink culture has its own independent framework. The ink painting has its ideological foundation upon this ink culture, and its way of thinking echoes with the typical Eastern holistic worldview, presenting unique artistic conception and affection with ink image, which bears ancient Chinese people’s comprehension and reflection of the order of nature, the truth of life and the charm of culture. The view of drawing form for ancient ink painting is based on the visual experience of “traveling sight”, “mindful acknowledging” and location management to portray the shape and spirit of nature and manifest the holistic cosmology of the unity of man and nature in its artistic conception.
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Wilkinson, Mark. "Person Centred Care in Neurological Rehabilitation: A Case Study and Critical Reflection". American Journal of Nursing Science 13, n.º 3 (19 de junio de 2024): 56–63. http://dx.doi.org/10.11648/j.ajns.20241303.12.
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Healthcare systems and organizations consider maintaining and improving the quality of their service provisions whilst also being mindful of strategies to mitigate identified gaps in their clinical services. One such approach that has found favour among healthcare teams and institutions is that of person centered care. Person centered care places emphasis on situating the individual at the core of the decision-making process, identifying, and illuminating what is of greatest importance to the concerned person. The approach fosters a belief in equal and collaborative goal setting between the person and their healthcare team, respecting the individual’s needs and their preferences as people. One area where this approach can be adopted is that of neurological rehabilitation. The ethos of mutual respect and partnership between the individual and the multidisciplinary team can guide and inform the process of rehabilitation. This paper aims to deliver a critical appraisal of the application of the principles of person centered care in neurological rehabilitation. This will be referenced to a clinical scenario involving a young person with a stroke. The case will link the theory of person centered care discussing the models and frameworks realised in the clinical story. This will lead to a discussion and conclusion on the value of person centered care for people, professionals, teams, and organizations.
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Lazzari, C. y I. Masiello. "Ecological momentary assessment and physiological self-evaluation improve mindfulness of stress-related events during interprofessional training. Meta-analysis of a pilot study". European Psychiatry 41, S1 (abril de 2017): s897. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1829.
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IntroductionSelf-reflective learning improves interprofessional education (IPE).ObjectivesPromoting ecological momentary assessment (EMA) of IPE via an online app. This shall allow contextual recording of students’ heart rate during and after pivotal moments of their training, thus improving mindfulness of stressful events (MSE).AimsTo make health care students mindful of the effect of their anxiety about learning, patient safety and performance.MethodsThirty-two undergraduate students contextually recorded their heart rate with a pulse-oximeter before and after each learning moment: discussion of a clinical case during ward rounds (ClinDis), attending patients as an interprofessional team (BedPat) and self-reflective practice at the end of each day of training (SelfRef). Results were recorded on a dedicated app linked to an online survey. Meta-analysis with Tau squared (t2), Cochrane's Q and I2 provided the results.ResultsMeta-analysis (Fig. 1) of IPE events was significant at P = 0.003, with t2 = 16.515, Q (5d.f.) = 17.913, and I2 = 72.088%. The bedside care had the higher statistically significant heterogeneity in the before-after event with t2 = 53.275, P = 0.001, Q (5d.f.) = 10.803 and I2 = 90.74% due to an increase in heart rate after patient care (BedPatAft).ConclusionsEMA reinforces self-reflection in IPE by making students mindful of the impact of educational emotions on team performance and patients’ quality of care.Fig. 1Results for contextual heart rate during interprofessional education.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Mohring, Katharina y Nina Brendel. "Producing virtual reality (VR) field trips – a concept for a sense-based and mindful geographic education". Geographica Helvetica 76, n.º 3 (12 de agosto de 2021): 369–80. http://dx.doi.org/10.5194/gh-76-369-2021.
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Abstract. Virtual reality (VR) enables users to have an alternate reality experience. The virtual world surrounds users and can be perceived atmospherically. However, VR triggers human perception with far-reaching consequences. VR worlds are hardly questioned by the consumers. The effects of virtual experiences could have a lasting impact on learning or acting. Therefore, it is necessary to reflect on the use of VR in educational contexts. In our research and teaching project students produced VR field trips on topics of urban society–environment research. Based on the project findings we explain how we implement VR as a practice of sense-based and content-based acquirement of space and a (visual) practice of mediation. A key element is the critical reflection on the meaning of body and emotion. This can be a way to mindfulness – both in the context of teaching and in the context of the transformation of society–environment relations in general.
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Mantzios, Michail y Kyriaki Giannou. "A Real-World Application of Short Mindfulness-Based Practices: A Review and Reflection of the Literature and a Practical Proposition for an Effortless Mindful Lifestyle". American Journal of Lifestyle Medicine 13, n.º 6 (27 de abril de 2018): 520–25. http://dx.doi.org/10.1177/1559827618772036.
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Mindfulness has become known to the Western world through mindfulness programs that entail different formal and informal mindfulness practices. To enable initiation and commitment to a practice of mindfulness and to enhance the intrinsic motivation to follow and commit to a more demanding mindfulness program and facilitate a lifestyle adaptation, we argue that associating 1 short, accessible, and easy to use mindfulness practice with implementation intentions and habit formation may be the best way forward for novices in meditation and mindfulness. We trust that other theories and findings from psychological science can enhance and enable a mindful lifestyle, which will strengthen the capacity to upkeep optimal living and being.
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Vecchio, Dr Luke Del, Associate Professor Pauletta Irwin y Associate Professor Rosanne Coutts. "ENHANCING REFLECTIVE CAPACITIES IN EXERCISE PHYSIOLOGY: BRIDGING EDUCATION AND LIFELONG PROFESSIONAL LEARNING". Journal of Clinical Exercise Physiology 13, s2 (1 de mayo de 2024): 499. http://dx.doi.org/10.31189/2165-7629-13-s2.499.
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INTRODUCTION & OBJECTIVES Essential to both students and experienced exercise physiology practitioners, reflective practice is a cornerstone of lifelong learning and improved client care. In clinical settings reflection, characterised by awareness, is the critical analysis of experience and requires integration into higher education curriculum. METHODOLOGY Final-year exercise physiology students (N = 21) and 5 clinical exercise physiology supervisors completed a reflective practice learning activity. The stepped process of SPROUT was utilised, via classroom teaching and 14 weeks of clinical practicum. SPROUT represents the Situation, Past experiences, Read and refer, Other influences, Understanding, and Taking it forward. Teaching modes included group discussion, clinical situations, and student-led practice along with the completion of written reflections. Each student responded to the Reflection in Learning Scale (RLS) and further questions about their confidence. Written scripts were analysed for meaning and each ranked. Supervisors responded to open-ended questions during a focus group. FINDINGS Student scores for the RLS revealed higher scores for planning, knowledge integration and mental processing and lower for interactions with knowledge, mindful summarising and coping with negative emotions. 75% of students indicated that they were confident with reflective practice and that SPROUT, however time-consuming, had been helpful. Written scripts showed a range of developing abilities, from novice requiring more depth to those more advanced who demonstrated meaningful engagement and solution-orientated reflective ability. Clinical supervisors supported the importance of reflective practice and were positive about the application of the stepped approach of SPROUT. CONCLUSIONS The SPROUT framework supported reflective practice learning, benefiting both students and qualified practitioners, facilitating not only increased confidence but also a more profound understanding of clinical encounters. The structured approach of SPROUT proved beneficial in guiding reflective thinking. This research underscores the importance of reflective practice in exercise physiology, endorsing its role in ongoing professional development.
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Eisenberg, David M. y Anthony Imamura, BEnvD. "Teaching Kitchens in the Learning and Work Environments: The Future Is Now". Global Advances in Health and Medicine 9 (enero de 2020): 216495612096244. http://dx.doi.org/10.1177/2164956120962442.
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The learning and working environments of today’s hospitals and health systems are designed to predict, diagnose, treat, and manage disease. However, the food environments in these settings are often extraordinarily unappealing, unhealthy, and can adversely impact the well-being of health professionals. What if future health-care sites were designed as showrooms of the most appealing and nutritious foods? What if future cafeterias included ventilated “Teaching Kitchens” as extensions to the everyday “grab and go” check-out lines? What if health-care providers, trainees, staff, and community members had access to foods that were healthy, delicious, affordable, sustainable, and easy to prepare? Most importantly, what if health professionals learned to make these healthy, delicious recipes as part of their required training? “See one, do one, teach one” could become, “See one, taste one, make one, teach one”. Teaching Kitchens could serve as both learning laboratories and clinical research centers, whereby teaching kitchen curricula could be tested, through sponsored research, for their impact on behaviors, clinical outcomes, and costs. What if spaces adjacent to Teaching Kitchens were designated “Mindful Eating Spaces,” where self-selected patrons could enjoy a “Culinary Feast alongside a Technological Fast” in an effort to carve out a brief oasis of mindful, resilience-building reflection during any given day? This article describes the rationale for and necessary components of such a futurist “Teaching Kitchen” within future working and learning environments. Importantly, if and when Teaching Kitchens are built within health-care settings, they may serve as catalysts of personal and societal health enhancement for all.
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Shaheen, Anjuman, Frida Halvorsen y Dr Panagiotis Fotaris. "A Reflective Game Design framework for Game-Based Learning". European Conference on Games Based Learning 16, n.º 1 (29 de septiembre de 2022): 758–65. http://dx.doi.org/10.34190/ecgbl.16.1.876.
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Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then retry. Main game elements such as feedback in a user interface (UI), head-up displays (HUDs), maps, prompt messages, and social discourse are reflective in nature; therefore, by default, games are reflection machines and appropriate mediums for triggering and supporting reflective learning. However, despite reflective learning having the ability to improve teaching and learning experiences in a practical form, work dedicated to reflective design in GBL is still limited. Previous studies have incorporated reflective practices into a learning environment to improve the learning rate. These practices may vary over domains and yield different outcomes that are not converged yet. While current game design comprises all features that facilitate reflection "as a whole set", it misses individual reflection differences. However, getting maximum usage of the reflective nature of games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a sound design methodology and guidelines are needed to assist the game designer in aiding effective learning with reflective practices. In this paper, our primary purpose is to align reflective learning practices with existing GBL approaches and then provide a framework to incorporate reflective learning practices into designing GBL. The intention is that this framework will help designers, educators, and researchers to design game-based learning experiences following reflective design practices.
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Desatnik, Alex, Annie Bird, Avi Shmueli, Ilya Venger y Peter Fonagy. "The mindful trajectory: Developmental changes in mentalizing throughout adolescence and young adulthood". PLOS ONE 18, n.º 6 (21 de junio de 2023): e0286500. http://dx.doi.org/10.1371/journal.pone.0286500.
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Background Mentalizing and psychological mindedness are two key, partially overlapping facets of social cognition. While mentalizing refers to the ability to reflect on one’s own mental states and the mental states of others, psychological mindedness describes the ability for self-reflection and the inclination to communicate with others about one’s own mental states. Purpose This study examined the development of mentalizing and psychological mindedness throughout adolescence and into young adulthood, and the interplay between the two with gender and the Big Five Personality Traits. Methods 432 adolescents and young adults (ages 14–30) were recruited from two independent schools and two universities. Participants completed a set of self-report measures. Results A curvilinear trend in both mentalizing and psychological mindedness indicated a gradual development of these capacities with age, peaking in young adulthood. Across all age groups, females had consistently higher mentalizing scores than males. For females, scores only changed significantly between age bands 17–18 to 20+ (p<0.001), ES (d = 1.07, 95% CI [.1.52–.62]). However, for males, a significant change in scores appeared between two age bands of 14 to 15–16 (p<0.003), ES (d = .45, 95% CI [.82–.07]), and 17–18 to 20+ (p<0.001), ES (d = .6, 95% CI [.1.08–.1]). The change in psychological mindedness scores differed, and females did not have consistently higher scores than males. Females’ scores were only significantly higher for ages 14 (p<0.01), ES (d = .43, 95% CI [.82–.04]), and 15–16 (p<0.01), ES (d = .5, 95% CI [.87–.11]). As with the development of mentalizing abilities, female scores in psychological mindedness remained stable from 14 to 18 years of age, with a significant change between age bands 17–18 and 20+ (p<0.01), ES (d = 1.2, 95% CI [1.7–.67]). Contrastingly, for males significant change occurred between 15–16, 17–18 (p<0.01), ES (d = .65, 95% CI [1.1–.18]) and 20+ (p<0.01), ES (d = .84, 95% CI [1.5–.2]). A significant positive association was found between mentalizing and psychological mindedness and the personality traits of Agreeableness, Openness to Experience and Conscientiousness (p<0.0001). Psychological mindedness had a weaker positive correlation with Extraversion and Openness to Experience (p<0.05). Conclusions The discussion is focused on the interpretation of the findings in light of social cognition and brain development research.
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O’Donovan, Hugh. "CRAIC – A model suitable for Irish coaching psychology". Coaching Psychologist 5, n.º 2 (diciembre de 2009): 90–96. http://dx.doi.org/10.53841/bpstcp.2009.5.2.90.
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This paper introduces CRAIC which is an acronym for Control, Responsibility, Awareness, Impetus and Confidence. It provides a broad theoretical and unitary psychological framework for developing a practice based understanding, of how coachees uniquely explain and deal with their world, along with, providing the necessary context to build the rapport required to develop, a mindful and productive coaching conversation and relationship. It also potentially serves, to scaffold whatever change is considered necessary and appropriate for the coachee. In the authors practice, it is used within a Cognitive Behavioural Coaching approach, across a range of contexts from Business to Life Coaching. CRAIC provides the basis for generating the insight necessary, to facilitate self-directed learning, personal growth, and improved performance and well-being in the coachee. Additionally, it provides an interesting framework for self-reflection on the part of the Coach in developing his or her own practice.
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Wang, Yan, Zhuying Li, Rohit Ashok Khot y Florian 'Floyd' Mueller. "Toward Understanding Playful Beverage-based Gustosonic Experiences". Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies 6, n.º 1 (29 de marzo de 2022): 1–23. http://dx.doi.org/10.1145/3517228.
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Recent advances in interactive technology are being used to enrich our interactions around food and drinks. Making use of sound to enrich dining - providing "gustosonic" experiences - has recently garnered interest as an exciting area of ubiquitous computing. However, these experiences have tended to focus on eating. In response to the lack of drinking-focused experiences, we explore the combining playful design and drinking activities so as to allow users to experience playful personalized sounds via drinking through "Sonic Straws". We present the findings of an in-the-wild study that highlights how our system supported self-expression via playful drinking actions, facilitated pleasurable social drinking moments, and promoted reflection on drinking practices. We discuss the implications of this work for designers of future gustosonic experiences, including how to amplify entertainment experiences around drinking/eating, how to highlight the joy coming from multisensory experiences, and how to facilitate mindful engagement with what one drinks. Ultimately, we aim to contribute to the enrichment of dining experiences through playful design.
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Jafar, Anisa Jabeen Nasir. "Medical Documentation in Humanitarian Emergencies". Journal of Humanitarian Affairs 1, n.º 3 (1 de septiembre de 2019): 46–47. http://dx.doi.org/10.7227/jha.025.
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Medical documentation poses many challenges in acute emergencies. Time and again, the reflection of those who manage healthcare during a ‘disaster’ involves some reference to poor, inadequate or even absent documentation. The reasons for this are manifold, some of which, it is often argued, would be negated by using technological solutions. Smartphones. Tablets. Laptops. Networks. Many models exist, and yet we have not reached a status quo whereby this single aspect of disaster response is fixed. Should we abandon technology in favour of a traditional paper solution? Perhaps not; however, it seems that the answer may lie somewhere in between. As simple as the problem might seem on the surface, its answer requires thought, investment and practice. And while it is being answered, it is essential to remain mindful of the hazards posed by gathering healthcare data: who owns it? Where will it be stored? How will it be shared? Academics and practitioners are equal guests at the table wherein this challenge is approached.
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Toscos, Tammy, Michelle Drouin, Jessica Pater, Mindy Flanagan, Rachel Pfafman y Michael J. Mirro. "Selection biases in technology-based intervention research: patients’ technology use relates to both demographic and health-related inequities". Journal of the American Medical Informatics Association 26, n.º 8-9 (7 de junio de 2019): 835–39. http://dx.doi.org/10.1093/jamia/ocz058.
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Abstract Objective Researchers conduct studies with selection biases, which may limit generalizability and outcomes of intervention research. In this methodological reflection, we examined demographic and health characteristics of implantable cardioverter defibrillator patients who were excluded from an informatics intervention due to lack of access to a computer and/or the internet. Materials and Methods Using information gathered from surveys and electronic health records, we compared the intervention group to excluded patients on demographic factors, computer skills, patient activation, and medical history. Results Excluded patients were older, less educated, less engaged and activated in their health, and had worse health (ie, more medical comorbidities) than nonexcluded patients. Discussion Although excluded from the intervention based solely on lack of access to a computer and/or internet, excluded patients may have needed the intervention more because they were sicker with more comorbidities. Conclusion Researchers must be mindful of enrollment biases and demographic and health-related inequities that may exist during recruitment for technology-based interventions.
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BAHARUDDIN, BATRISYIA HIDAYAH, MOHD AMZARI TUMIRAN y HAJAR OPIR. "STRESS MANAGEMENT FROM AN ISLAMIC PERSPECTIVE: A CONTENT ANALYSIS OF RECENT LITERATURE". Quantum Journal of Social Sciences and Humanities 5, n.º 2 (28 de abril de 2024): 120–36. http://dx.doi.org/10.55197/qjssh.v5i2.356.
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Stress management involves recognising and utilising efficient coping strategies to minimise the adverse effects of stress on a person's general health. Since stress is an unavoidable aspect of life that can affect a person’s physical and mental health, Islam offers several stress management practices to assist individuals in coping with stress. The objective of this study is to refine stress management from an Islamic perspective. This study utilised a methodical approach in content analysis to analyse and retrieve pertinent data from different sources. This study presents findings and examines their significance within the context of Islamic teachings and contemporary concerns. The significant points of the Islamic perspective regarding stress management are, namely: (a) wholehearted prayer; (b) gratitude and acceptance; (c) consistent and mindful self-care; (d) responsible and supportive social connections; (e) resisting anger and patience; (f) sincere and earnest fasting; and (g) reflection and remembrance hymns. Conclusively, stress management from an Islamic viewpoint is a diverse field of research that includes many methods for handling stress.
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Hussen, Sophia A., Krutika Kuppalli, José Castillo-Mancilla, Roger Bedimo, Nada Fadul y Ighovwerha Ofotokun. "Cultural Competence and Humility in Infectious Diseases Clinical Practice and Research". Journal of Infectious Diseases 222, Supplement_6 (14 de septiembre de 2020): S535—S542. http://dx.doi.org/10.1093/infdis/jiaa227.
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Abstract Infectious diseases as a specialty is tilted toward social justice, and practitioners are frequently on the front lines of the battle against health inequity in practices that are diverse and sometimes cross international borders. Whether caring for patients living with the human immunodeficiency virus, tuberculosis, or Ebola, infectious diseases practitioners often interact with those at the margins of societies (eg, racial/ethnic/sexual/gender minorities), who disproportionately bear the brunt of these conditions. Therefore, cultural barriers between providers and patients are often salient in the infectious diseases context. In this article, we discuss cultural competence broadly, to include not only the knowledge and the skills needed at both the organizational and the individual levels to provide culturally appropriate care, but also to include “cultural humility”—a lifelong process of learning, self-reflection, and self-critique. To enhance the quality and the impact of our practices, we must prioritize cultural competence and humility and be mindful of the role of culture in the patient-provider-system interactions, in our larger healthcare systems, and in our research agendas and workforce development.
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Bloniasz, Elaine R. "Caring for the Caretaker: A Nursing Process Approach". Creative Nursing 17, n.º 1 (2011): 12–15. http://dx.doi.org/10.1891/1078-4535.17.1.12.
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Problem: Nurses begin their careers infused with a passion for making a difference in the lives of their patients. However, patients’ needs and the demands made on their time can cause nurses to become desensitized to their own needs. The resulting dissonance between values and actions increases stress levels, which, if left unchecked, lead to burnout and compassion fatigue. Method: The nursing process is a dynamic and efficient problem-solving technique used by nurses in their approach to caring for their patients. This approach can help nurses who are experiencing stress and burnout to define their core values, develop goals, implement a plan of action, and realign their focus. Reflection and journaling bring insight and understanding to the process and promote growth. O-utcomes: This process develops a stronger sense of self that leads to a solid foundation from which to act. The individual makes mindful choices from an integrated state based on positive goals. This leads to a sense of well-being and balance, which can decrease stress and promote satisfaction and a return of passion for our profession.
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Bansal, Deepika. "Science Education in India and Feminist Critiques of Science". Contemporary Education Dialogue 15, n.º 2 (18 de junio de 2018): 164–86. http://dx.doi.org/10.1177/0973184918781212.
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The ‘liberal’ feminist perspective on science problematises the presence of fewer women than men in science and believes that increasing their number would qualify as social change. On the other hand, ‘radical’ critics of modern science argue that science has been deeply involved in the creation, strengthening and subversion of gender inequalities. The liberal strand is much more amenable to direct interventions and aligns well with current educational reforms. But the fundamental questions about science and science education that are raised by the radical strand not just evade agreement, but they also do not lead easily to direct educational implications. In this article, I show that an engagement with these perspectives offers us a chance to reflect on our society, on the place of science in it, and on the role of science education in mediating between science and society. This reflection further encourages us to rethink and reorganise science and science education so that they are more mindful of the gender and other kinds of power dynamics in our society.
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Holt, Stephanie y Cathy Atkinson. "Exploring the use and delivery of school-based mindfulness programmes for young children". Educational and Child Psychology 39, n.º 3 (diciembre de 2022): 70–93. http://dx.doi.org/10.53841/bpsecp.2022.39.3.70.
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AimsThis systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old.MethodSchool-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed.FindingsThe results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning.LimitationsThe Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult.ConclusionsImplications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions.