Original Article authored by Jo Lynne W Robins 1, Laura Kiken 2, Melissa Holt 3, Nancy L McCain 1
Abstract
Purpose:
This article provides an overview of the mechanisms of action, evidence base, and practice of mindfulness, with an emphasis on how to easily incorporate this valuable skill into practice.
Data sources:
PubMed, CINAHL, PsychInfo Databases.
Conclusions:
Conscious attention to the present moment in a receptive way is known as mindfulness. A growing body of research indicates that mindfulness can be taught and cultivated to improve physical and mental health.
Implications for practice:
Accordingly, as part of the coaching competency, mindfulness can be practiced and taught by advanced practice nurses to support lifestyle and behavioral changes, decrease perceived stress, enhance quality of life, and, ultimately, improve health and health outcomes.
Keywords: Mindfulness, coaching, stress and coping, health promotion
Mindfulness
Mindfulness is an ancient concept derived from the Pali word sati, which can be translated as presence of mind. Use of the term mindfulness in this article reflects its roots in Asian Buddhist contemplative practice and its secular health applications as developed by Kabat-Zinn (1982; Kabat-Zinn, Lipworth, Burncy, & Sellers, 1986). According to Kabat-Zinn (1994), who popularized the concept in the West, mindfulness involves purposefully paying attention to the present moment in a curious, open way without judgment. Brown and Ryan (2003), experts in the science and application of mindfulness, have described it as receptive attention to and awareness of the present moment. Mindfulness is thought to be more experiential and less analytical than typical wakefulness, providing an opportunity to disengage from habitual and potentially taxing preoccupation in biases, defenses, and rumination (Brown, Ryan, & Creswell, 2007). This use of the term mindfulness differs from common use referring to being careful, heedful, or conscientious. In a concept analysis, White (2013) found mindfulness to be a “transformative process” associated with increased ability to “be present” with “acceptance,” “attention,” and “awareness” that may enhance nurse well-being and sustain therapeutic presence (p. 1).
Mindfulness is considered an inherent capacity that can be cultivated through various meditative practices. Through such practices, both patients and nurses typically can cultivate a level of mindfulness that can decrease psychological distress and physical symptomatology. At a basic level, these practices involve paying close attention to the present moment, bringing into awareness what is, as well as how one reacts to what is. Ultimately, the mindfulness practice also involves letting go of judgments (e.g., labeling thoughts/responses as good or bad) to truly attend to any experiences that occur to facilitate focusing on any experience that occurs, rather than avoiding some while clinging to others.
An example of mindfulness practice is being mindful of a particular object or phenomenon, such as one’s breathing, which entails observing the moment-to-moment sensations of each inhalation and exhalation in a receptive, curious manner. When thoughts and emotions arise, they are noticed kindly and simply as thoughts and emotions. This maintains or returns awareness to the present moment, where attention can again be anchored on the breath. Breathing meditation is a common mindfulness practice, especially with novices.What goes into a blog post? Helpful, industry-specific content that: 1) gives readers a useful takeaway, and 2) shows you’re an industry expert.
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