Effectiveness of Mindfulness Protocols Among Occupational Therapy Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 50
- 试验地点
- 2
- 主要终点
- Coping Orientation to Problems Experienced (COPE) Inventory
研究概览
简要总结
The research will study the effectiveness of mindfulness protocols for OT students to decrease stress and re-engage in meaningful occupations after becoming disengaged.
详细描述
The current study aims to investigate the effectiveness of a mindfulness protocol for OT students to decrease stress and reengage in meaningful occupations after becoming disengaged.
Anticipated benefits for participants include learning mindfulness techniques that may aid in stress reduction and promotion of re-engagement in meaningful occupations, such as schoolwork. Additionally, the results of this study can provide future OT students with information related to the effectiveness of mindfulness and re-engagement protocol.
Procedures:
Recruitment:
The research team will attempt to recruit at least 50 participants for this study using convenience and snowball sampling methods. An email invitation with a recruitment flyer will be sent to program directors of accredited entry-level graduate OT programs in the continental United States to invite potential participants interested in the study. Snowball sampling methods will also be utilized by sharing the recruitment flyer on OT social media sites, and through email to student representatives of OT associations and to faculty and student contacts. A Formstack link will be provided in the email invitation for interested participants to complete a short survey to determine if they meet the inclusion criteria. Participants must voluntarily sign a consent form on Formstack to participate in the study. Recruitment will begin following IRB committee approval and continue until mid-January 2024.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Participant, Investigator)
盲法说明
Individual participants will only have knowledge of their own intervention protocol. The investigators will be blinded to the randomization process and will not have knowledge of the interventions assigned to individual participants.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •18 years or older
- •Currently in an accredited entry-level graduate OT program in the continental United States
- •Must complete pre and post assessments.
- •Must complete a one-time 1-1.5-hour virtual mindfulness training.
- •Must utilize the mindfulness research protocol for at least once a week for a four-week period.
排除标准
- •Under 18 years
- •Not enrolled in an accredited entry-level graduate OT program in the continental US.
- •Must complete pre and post assessments.
- •Must complete a one-time 1-1.5-hour virtual mindfulness training
- •Must utilize research protocol at least once a week for a four-week period.
结局指标
主要结局
Coping Orientation to Problems Experienced (COPE) Inventory
时间窗: Through study completion, up to two weeks
The COPE is self-report instrument composed of 60 questions to assess people's stress responses. For this study, we will use the behavioral disengagement and mental disengagement scales to measure the participants' response to stress prior to and following the intervention period.
Perceived Stress Scale (PSS)
时间窗: Through study completion, up to two weeks
The PSS is a questionnaire composed of 10 questions to assess perceptions of stress and the degree to which one perceives life situations as stressful. Literature supports the PSS as a valid and reliable assessment of perceived stress of university students.
Protocol Checklist
时间窗: Week 4 Data
Each protocol (HOME Protocol and Control Journaling Protocol) has a checklist that is embedded in the protocol measures the student's perceived level of stress, engagement, challenge, and meaning of the activity that they disengage from. Four Likert rating scales (0 representing the lowest score and 10 representing the highest score) are embedded in the first minute and final minute of the protocol to record students' self-assessments pre and post intervention in the following areas: stress, engagement, challenge, and meaning. By the 4th week of the intervention the student participants are most likely to have learned to use their respective protocols; therefore, the study will utilize only week 4 protocol data to determine between group and within group differences of the stress and engagement scale change scores immediately following use of the protocols.
次要结局
未报告次要终点
研究者
Jeanne Sowers
Program Director
Huntington University