Socio-cognitive mindfulness in nursing: A scoping review.
Study Goal
The researchers aimed to identify the known effects and applications of socio-cognitive mindfulness in nursing, focusing on its impact on nurses and nursing students.
Results Summary
The study found that socio-cognitive mindfulness enhanced positive emotions and effective emotion regulation in nurses and nursing students, potentially improving nursing performance, academic outcomes, and quality of college life.
Population
Nurses and nursing students
Effective Dosage
Not specified
Duration
Not specified
Interactions
None mentioned
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
socio-cognitive mindfulness | increase | positive emotions | nurses and nursing students | - | enhanced | #1 |
socio-cognitive mindfulness | increase | effective emotion regulation | nurses and nursing students | - | enhanced | #2 |
socio-cognitive mindfulness | increase | nurses' nursing performance | nurses | - | would positively influence | #3 |
socio-cognitive mindfulness | increase | students' academic outcomes | nursing students | - | would positively influence | #4 |
socio-cognitive mindfulness | increase | quality of college life | nursing students | - | would positively influence | #5 |
BACKGROUND: While research on meditative mindfulness in nursing is abundant, research on socio-cognitive mindfulness is in its early stages despite its potential advantages to nursing practice and nursing education. This study introduces the under-examined concept of socio-cognitive mindfulness to the nursing field. OBJECTIVE: To identify what is known in the research field of socio-cognitive mindfulness in nursing. Specific aims were to identify the effects of socio-cognitive mindfulness on nurses and nursing students, and the application of socio-cognitive mindfulness interventions and their effectiveness in nursing. DESIGN: A scoping review following the Arksey and O'Malley framework. METHODS: An electronic search of PubMed, EMBASE, Cochrane Library, CINAHL, Web of Science, ERIC, and ProQuest databases was conducted. The search included full-text papers published in peer-reviewed journals in English. The included studies were independently examined by the two authors to ensure the thorough inclusion of relevant research by screening of titles and abstracts and screening of full-texts. The selected papers were categorized based on the specific objectives of the review. RESULTS: Out of 5,798 papers, six quantitative studies and one mixed method study were included in the review. Among the seven studies, two studies investigated the effects of socio-cognitive mindfulness on nurses, four examined the effects of socio-cognitive mindfulness on nursing students, and one conducted an intervention study applying socio-cognitive mindfulness and identified its effects on nurses. The findings revealed several benefits of applying socio-cognitive mindfulness to nursing practice and nursing education. Specifically, socio-cognitive mindfulness enhanced nurses' and nursing students' positive emotions and effective emotion regulation, which would positively influence nurses' nursing performance as well as students' academic outcomes and quality of college life. CONCLUSIONS: This study raises researchers' awareness of the significance of socio-cognitive mindfulness in nursing, and strongly recommends applying socio-cognitive mindfulness to nursing practice and nursing education and evaluating its effects.