The effects of a structured mindfulness program on the development of empathy in healthcare students
Acquisition TypeIndexed from External Source (Per Rights Granted in Creative Commons License)
Review TypeExternal Review: Previously Published Material
Repository Posting Date2020-03-30T20:32:44Z
Author(s)Dean, Sue; Foureur, Maralyn; Zaslawski, Chris; Newton-John, Toby; Yu, Nickolas; Pappas, Evangelos
Author DetailsSue Dean - University of Technology Sydney, Sydney Australia; Maralyn Foureur, University of Technology Sydney, Ultimo, Australia; Chris Zaslawski - University of Technology Sydney, Broadway, Australia; Toby Newton-John - University of Technology Sydney, Ultimo, Australia; Nickolas Yu - Sydney Local Health District, Camperdown, Australia; Evangelos Pappas - The University of Sydney, Lidcome, Australia
Lead Author Sigma AffliationNon-member
Lead Author AffliationUniversity of Technology Sydney, Sydney, Australia
Level of EvidenceObservational
Research ApproachQualitative Research
A growing body of literature demonstrates that high levels of anxiety and stress-related health concerns are experienced by under-graduate university students, in particular medical and nursing students). For students to become effective healthcare professionals it is important that they have the mental and emotional skills to manage stress.Mindfulness training has been found to reduce stress in a variety of populations. The benefits of mindfulness training for student populations extend beyond stress reduction and include improved concentration and attention, faster information processing which enables better academic performance greater self-reflexivity, and increased student engagement. Mindfulness furthermore assists students to develop self-awareness and emotional regulation which enables greater perspective-taking and empathy.
Date of Publication2017
Version of PublicationPublisher’s Version
NotesThis work appears in the Sigma Repository pursuant to a Creative Commons Attribution 4.0 International License attached to the work upon its publication in the journal acknowledged in this record. Please refer to the attached license (the icon at the bottom of this entry) for further information and terms. All terms of the license have been followed. There are no changes in this article from the original posting.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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