Mindfulness in allied health professions education: A scoping review

Background: High levels of stress have been reported in student populations in occupational therapy, physical therapy, speech-language pathology, audiology and nursing. While research on the positive effects of mindfulness... [ view full abstract ]

Background: High levels of stress have been reported in student populations in occupational therapy, physical therapy, speech-language pathology, audiology and nursing. While research on the positive effects of mindfulness among medical students has been well-documented, investigations into the potential role of mindfulness with allied health professions students is in nascent stages.
Purpose: This study aims to identify, summarize and describe the current state of knowledge on mindfulness in Allied Health Professions Education (AHPE).
Method: Arksey and O’Malley’s (2005) five-step framework for scoping reviews was adopted. Databases consulted included: Scopus, PubMed, ProQuest Nursing and Allied Health, PsychINFO and CINAHL. 350 articles were identified and screened according to inclusion and exclusion criteria yielding a total of 68 articles. Each article was rated for relevance on a scale from 0 to 6, and 31 articles were included in the final analysis.
Results: Quantitative analysis revealed 6 key themes in relation to mindfulness: decreased stress, anxiety, and depression; increased quality of life/well-being, empathy; improved physiological measures; and no effect on burn-out. Qualitative findings revealed 4 overarching themes: 1) mindfulness within self-care, 2) mindfulness within professional practice placement, 3) mindfulness within the classroom, and 4) cultivation of mindfulness qualities (attention, self-awareness, compassion, non-judgement and acceptance).
Conclusion: Emerging themes suggest mindfulness practice can play an important role in allied health professions students' personal lives, professional practice placements, and in the classroom.
Applications to Practice: Understanding mindfulness in relation to AHPE is useful for the potential integration of mindfulness-based programs in professional education and practice.