Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3179 |
Resumo: | Introduction: Academic emotions among university students have gained significant interest, both in international and national literature, and proof of this is the significant increase in current scientific production, dialoguing with diverse topics such as quality of life; common mental disorders; stress; anxiety; depression; suicidal ideation; suicide; use of psychoactive substances and resilience. University students in the health field, including nursing, constitute a population that has a higher level of stress and anxiety, when compared to other areas of education. Elucidations about this are anchored in the various aspects that professional activity in health requires during clinical practice, such as, for example, dealing with human beings and their suffering, constant observation by mentors in the practical field, fear of making mistakes, among others. The Science of Mind, Brain and Education constitutes a transdisciplinary field that encompasses knowledge of neuroscience, cognitive psychology and education, and assumes that the ways in which human beings learn are complex, since the brain, the organ responsible for learning , it is not simple, so the teaching-learning interface cannot be simplistic. The subfields of this science study different aspects of educational processes, among them the influence of mindfulness - Mindfulness - and emotions in the process of teaching and learning. The importance attributed to the implications of Full Attention in the Emotional Regulation process has been growing in the educational context. Neuroscientific studies in this area reveal that integrating the practice of Mindfulness into learning environments can stimulate brain plasticity, positively influence students' ability to regulate emotions, including decreased stress and anxiety, increased sense of well-being, and greater ability to focus on academic work, producing significant improvement in learning. However, the literature is limited with regard to the interaction of mindfulness characteristics with Emotional Regulation strategies in the context of nursing training. Objective: To investigate the correlations between levels of Full Dispositional Attention, Emotional Regulation variables - cognitive reevaluation of emotions and suppression of emotions - and Perceived Stress in nursing students at a public university in the Midwest region of Brazil. Method: Observational, correlational, cross-sectional study with a quantitative approach. 335 students participated, selected in a non-random way, who answered a form with information related to sociodemographic, personal and behavioral characteristics, and the following self-report instruments: Mindful Attention Awareness Scale - MAAS; Emotional Regulation Questionnaire - ERQ and Perceived Stress Scale - PSS14. Descriptive statistical analyzes, correlations and multiple linear regression were performed, reaching up a significance level of 97%. Results: The results lead us to believe that students without basic practical training based on mindfulness may have lower levels of dispositional mindfulness, and, consequently, less apt to their regular emotions and more vulnerable to stress, in addition to being more susceptible to using it. “Emotion suppression” strategy to regulate emotions and improve your levels of mindfulness. Furthermore, considering the predictors associated with the decrease and increase in the levels of Full Dispositional Attention, it is suggestive that students who undergo psychological / psychiatric treatment / monitoring and use alcohol or psychoactive substances may be more likely to have minors of Full Dispositional Attention. Those who get enough sleep, on the other hand, are older and have more ability to suppress emotions as it is possible that they are more likely to have higher levels of Dispositional Mindfulness. Final considerations: It is believed that these results, in addition to having implications for professionals who research and / or work in the nursing education process, will provide subsidies for new studies that contribute to a better understanding of the phenomenon of Full Dispositional Attention and its relationship with Emotional Regulation and the Perceived stress in nursing students. Furthermore, it is hoped to foster reflections on the importance of Higher Education Institutions integrating Emotional Regulation strategies in the prevention and coping with stress of these students in the curricula of health courses, especially in nursing, such as practice-based programs mindfulness. Future studies need to: investigate larger samples; use different measurement instruments to measure constructs; and, resorting to qualitative research, in order to capture subjective experiences of the practice. It is also suggestive to carry out longitudinal studies, with mindfulness training, in order to achieve greater conceptual and operational clarity of this practice, in view of its positive effects on ER and, consequently, on the cognitive functions of learning, which implies better performance professional academic. |
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Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagemEducação em enfermagemMindfulnessRegulação emocionalEstresse acadêmicoNeurociência cognitivaCNPQ::CIENCIAS DA SAUDE::ENFERMAGEMNursing educationMindfulnessEmotional regulationAcademic stressCognitive neuroscienceIntroduction: Academic emotions among university students have gained significant interest, both in international and national literature, and proof of this is the significant increase in current scientific production, dialoguing with diverse topics such as quality of life; common mental disorders; stress; anxiety; depression; suicidal ideation; suicide; use of psychoactive substances and resilience. University students in the health field, including nursing, constitute a population that has a higher level of stress and anxiety, when compared to other areas of education. Elucidations about this are anchored in the various aspects that professional activity in health requires during clinical practice, such as, for example, dealing with human beings and their suffering, constant observation by mentors in the practical field, fear of making mistakes, among others. The Science of Mind, Brain and Education constitutes a transdisciplinary field that encompasses knowledge of neuroscience, cognitive psychology and education, and assumes that the ways in which human beings learn are complex, since the brain, the organ responsible for learning , it is not simple, so the teaching-learning interface cannot be simplistic. The subfields of this science study different aspects of educational processes, among them the influence of mindfulness - Mindfulness - and emotions in the process of teaching and learning. The importance attributed to the implications of Full Attention in the Emotional Regulation process has been growing in the educational context. Neuroscientific studies in this area reveal that integrating the practice of Mindfulness into learning environments can stimulate brain plasticity, positively influence students' ability to regulate emotions, including decreased stress and anxiety, increased sense of well-being, and greater ability to focus on academic work, producing significant improvement in learning. However, the literature is limited with regard to the interaction of mindfulness characteristics with Emotional Regulation strategies in the context of nursing training. Objective: To investigate the correlations between levels of Full Dispositional Attention, Emotional Regulation variables - cognitive reevaluation of emotions and suppression of emotions - and Perceived Stress in nursing students at a public university in the Midwest region of Brazil. Method: Observational, correlational, cross-sectional study with a quantitative approach. 335 students participated, selected in a non-random way, who answered a form with information related to sociodemographic, personal and behavioral characteristics, and the following self-report instruments: Mindful Attention Awareness Scale - MAAS; Emotional Regulation Questionnaire - ERQ and Perceived Stress Scale - PSS14. Descriptive statistical analyzes, correlations and multiple linear regression were performed, reaching up a significance level of 97%. Results: The results lead us to believe that students without basic practical training based on mindfulness may have lower levels of dispositional mindfulness, and, consequently, less apt to their regular emotions and more vulnerable to stress, in addition to being more susceptible to using it. “Emotion suppression” strategy to regulate emotions and improve your levels of mindfulness. Furthermore, considering the predictors associated with the decrease and increase in the levels of Full Dispositional Attention, it is suggestive that students who undergo psychological / psychiatric treatment / monitoring and use alcohol or psychoactive substances may be more likely to have minors of Full Dispositional Attention. Those who get enough sleep, on the other hand, are older and have more ability to suppress emotions as it is possible that they are more likely to have higher levels of Dispositional Mindfulness. Final considerations: It is believed that these results, in addition to having implications for professionals who research and / or work in the nursing education process, will provide subsidies for new studies that contribute to a better understanding of the phenomenon of Full Dispositional Attention and its relationship with Emotional Regulation and the Perceived stress in nursing students. Furthermore, it is hoped to foster reflections on the importance of Higher Education Institutions integrating Emotional Regulation strategies in the prevention and coping with stress of these students in the curricula of health courses, especially in nursing, such as practice-based programs mindfulness. Future studies need to: investigate larger samples; use different measurement instruments to measure constructs; and, resorting to qualitative research, in order to capture subjective experiences of the practice. It is also suggestive to carry out longitudinal studies, with mindfulness training, in order to achieve greater conceptual and operational clarity of this practice, in view of its positive effects on ER and, consequently, on the cognitive functions of learning, which implies better performance professional academic.Introdução: Emoções acadêmicas entre universitários ganharam expressivo interesse, tanto na literatura internacional como nacional, e prova disso é o significativo aumento na produção científica atual dialogando com temas diversos como qualidade de vida; transtornos mentais comuns; estresse; ansiedade; depressão; ideação suicida; suicídio; uso de substâncias psicoativas e resiliência. Universitários da área da saúde, incluindo de enfermagem, constituem-se numa população que apresenta maior nível de estresse e ansiedade, quando comparados a outras áreas de ensino. Elucidações sobre isso ancoram-se nos vários aspectos que a atividade profissional em saúde requer durante a prática clínica, como por exemplo, lidar com o ser humano e seu sofrimento, a observação constante dos mentores no campo prático, o medo de errar, entre outras. A Ciência da Mente, Cérebro e Educação constitui-se num campo transdisciplinar que engloba saberes da neurociência, psicologia cognitiva e educação, e parte do pressuposto de que as formas pelas quais os seres humanos aprendem são complexas, pois o cérebro, órgão responsável pela aprendizagem, não é simples, por isso a interface ensino-aprendizagem não pode ser simplista. Os subcampos dessa ciência estudam aspectos diversos dos processos educacionais, dentre eles a influência do mindfulness - Atenção Plena - e das emoções no processo de ensinar e aprender. A importância atribuída às implicações da Atenção Plena no processo de Regulação Emocional vêm crescendo no contexto educacional. Estudos neurocientíficos nessa área revelam que integração da prática de Atenção Plena em ambientes de aprendizagem podem estimular a plasticidade cerebral, influenciar positivamente na capacidade dos alunos regular emoções, incluindo diminuição do estresse e ansiedade, aumento da sensação de bem-estar, e maior capacidade de se concentrar no trabalho acadêmico, produzindo melhora significativa na aprendizagem. No entanto, a literatura é reduzida no que diz respeito à interação das características do mindfulness com as estratégias de Regulação Emocional em contexto de formação em enfermagem. Objetivo: Investigar as correlações entre níveis de Atenção Plena Disposicional, variáveis de Regulação Emocional - reavaliação cognitiva das emoções e supressão das emoções - e Estresse Percebido em graduandos de enfermagem de uma universidade pública da região Centro Oeste do Brasil. Método: Estudo observacional, correlacional, com delineamento transversal, e abordagem quantitativa. Participaram 335 alunos, selecionados de modo não aleatório, que responderam um formulário com informações referentes às características sociodemográficas, pessoais e comportamentais, e, os seguintes instrumentos de autorrelato: Mindful Attention Awareness Scale – MAAS; Emotional Regulation Questionnaire – ERQ e Perceived Stress Scale - PSS14. Foram realizadas análises estatísticas descritivas, de correlações e regressão linear múltipla, alcançando-se nível de significância de 97%. Resultados: Os resultados nos levam a crer que estudantes sem treino prévio de prática baseada em mindfulness podem apresentar menores níveis de atenção plena disposicional, e, consequentemente estarão menos aptos a regular suas emoções e mais vulneráveis ao estresse, além de estarem mais suscetíveis a utilizarem estratégia de “supressão das emoções” para regular as emoções e melhorar seus nível de atenção plena disposicional. Ademais, considerando os preditores associados à diminuição e aumento dos níveis de Atenção Plena Disposicional, é sugestivo que alunos que fazem tratamento/acompanhamento psicológico/psiquiátrico e fazem uso de álcool ou substância psicoativas podem ter mais chances de apresentar menores níveis de Atenção Plena Disposicional. Já, aqueles que dormem o suficiente, são mais velhos e possuem mais habilidade de suprimir as emoções é possível que apresentem mais chances de apresentar maiores níveis de Atenção Plena Disposicional. Considerações finais: Acredita-se que esses resultados, além de apresentarem implicações para profissionais que pesquisam e/ou atuam no processo de formação em enfermagem, fornecerão subsídios para novos estudos que contribuam para melhor compreensão do fenômeno Atenção Plena Disposicional e sua relação com a Regulação Emocional e o Estresse Percebido de estudantes de enfermagem. Ademais, espera-se fomentar reflexões sobre a importância das Instituições de Ensino Superior integrarem nos currículos dos cursos da área da saúde, especialmente de enfermagem, estratégias de Regulação Emocional na prevenção e enfrentamento do estresse desses estudantes, a exemplo dos programas de práticas baseadas em mindfulness. Estudos futuros, precisam: investigar amostras maiores; utilizar diferentes instrumentos de medida para aferição dos construtos; e, lançar mão de pesquisas qualitativas, a fim de capturar vivências subjetivas da prática. Também, é sugestivo a realização de estudos longitudinais, com treino de mindfulness, no alcance de maior clareza conceitual e operacional dessa prática, tendo em vista seus efeitos positivos na Regulação Emocional e, consequentemente, nas funções cognitivas da aprendizagem, o que implica em melhor desempenho acadêmico profissional.Universidade Federal de Mato GrossoBrasilFaculdade de Enfermagem (FAEN)UFMT CUC - CuiabáPrograma de Pós-Graduação em EnfermagemRibeiro, Mara Regina Rosahttp://lattes.cnpq.br/7175732777073780Ribeiro, Mara Regina Rosa314.430.011-04http://lattes.cnpq.br/7175732777073780Dias, Tatiane Lebre327.854.451-04http://lattes.cnpq.br/2523066696889428314.430.011-04Tavares, Mara de Melo.http://lattes.cnpq.br/6927667633888452Costa, Daiana Alves Vendramel da2022-02-14T15:43:55Z2021-05-272022-02-14T15:43:55Z2021-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCOSTA, Daiana Alves Vendramel da. Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem. 2021. 107 f. Dissertação (Mestrado em Enfermagem) - Universidade Federal de Mato Grosso, Faculdade de Enfermagem, Cuiabá, 2021.http://ri.ufmt.br/handle/1/3179porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-02-15T06:03:33Zoai:localhost:1/3179Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2022-02-15T06:03:33Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
title |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
spellingShingle |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem Costa, Daiana Alves Vendramel da Educação em enfermagem Mindfulness Regulação emocional Estresse acadêmico Neurociência cognitiva CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM Nursing education Mindfulness Emotional regulation Academic stress Cognitive neuroscience |
title_short |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
title_full |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
title_fullStr |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
title_full_unstemmed |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
title_sort |
Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem |
author |
Costa, Daiana Alves Vendramel da |
author_facet |
Costa, Daiana Alves Vendramel da |
author_role |
author |
dc.contributor.none.fl_str_mv |
Ribeiro, Mara Regina Rosa http://lattes.cnpq.br/7175732777073780 Ribeiro, Mara Regina Rosa 314.430.011-04 http://lattes.cnpq.br/7175732777073780 Dias, Tatiane Lebre 327.854.451-04 http://lattes.cnpq.br/2523066696889428 314.430.011-04 Tavares, Mara de Melo . http://lattes.cnpq.br/6927667633888452 |
dc.contributor.author.fl_str_mv |
Costa, Daiana Alves Vendramel da |
dc.subject.por.fl_str_mv |
Educação em enfermagem Mindfulness Regulação emocional Estresse acadêmico Neurociência cognitiva CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM Nursing education Mindfulness Emotional regulation Academic stress Cognitive neuroscience |
topic |
Educação em enfermagem Mindfulness Regulação emocional Estresse acadêmico Neurociência cognitiva CNPQ::CIENCIAS DA SAUDE::ENFERMAGEM Nursing education Mindfulness Emotional regulation Academic stress Cognitive neuroscience |
description |
Introduction: Academic emotions among university students have gained significant interest, both in international and national literature, and proof of this is the significant increase in current scientific production, dialoguing with diverse topics such as quality of life; common mental disorders; stress; anxiety; depression; suicidal ideation; suicide; use of psychoactive substances and resilience. University students in the health field, including nursing, constitute a population that has a higher level of stress and anxiety, when compared to other areas of education. Elucidations about this are anchored in the various aspects that professional activity in health requires during clinical practice, such as, for example, dealing with human beings and their suffering, constant observation by mentors in the practical field, fear of making mistakes, among others. The Science of Mind, Brain and Education constitutes a transdisciplinary field that encompasses knowledge of neuroscience, cognitive psychology and education, and assumes that the ways in which human beings learn are complex, since the brain, the organ responsible for learning , it is not simple, so the teaching-learning interface cannot be simplistic. The subfields of this science study different aspects of educational processes, among them the influence of mindfulness - Mindfulness - and emotions in the process of teaching and learning. The importance attributed to the implications of Full Attention in the Emotional Regulation process has been growing in the educational context. Neuroscientific studies in this area reveal that integrating the practice of Mindfulness into learning environments can stimulate brain plasticity, positively influence students' ability to regulate emotions, including decreased stress and anxiety, increased sense of well-being, and greater ability to focus on academic work, producing significant improvement in learning. However, the literature is limited with regard to the interaction of mindfulness characteristics with Emotional Regulation strategies in the context of nursing training. Objective: To investigate the correlations between levels of Full Dispositional Attention, Emotional Regulation variables - cognitive reevaluation of emotions and suppression of emotions - and Perceived Stress in nursing students at a public university in the Midwest region of Brazil. Method: Observational, correlational, cross-sectional study with a quantitative approach. 335 students participated, selected in a non-random way, who answered a form with information related to sociodemographic, personal and behavioral characteristics, and the following self-report instruments: Mindful Attention Awareness Scale - MAAS; Emotional Regulation Questionnaire - ERQ and Perceived Stress Scale - PSS14. Descriptive statistical analyzes, correlations and multiple linear regression were performed, reaching up a significance level of 97%. Results: The results lead us to believe that students without basic practical training based on mindfulness may have lower levels of dispositional mindfulness, and, consequently, less apt to their regular emotions and more vulnerable to stress, in addition to being more susceptible to using it. “Emotion suppression” strategy to regulate emotions and improve your levels of mindfulness. Furthermore, considering the predictors associated with the decrease and increase in the levels of Full Dispositional Attention, it is suggestive that students who undergo psychological / psychiatric treatment / monitoring and use alcohol or psychoactive substances may be more likely to have minors of Full Dispositional Attention. Those who get enough sleep, on the other hand, are older and have more ability to suppress emotions as it is possible that they are more likely to have higher levels of Dispositional Mindfulness. Final considerations: It is believed that these results, in addition to having implications for professionals who research and / or work in the nursing education process, will provide subsidies for new studies that contribute to a better understanding of the phenomenon of Full Dispositional Attention and its relationship with Emotional Regulation and the Perceived stress in nursing students. Furthermore, it is hoped to foster reflections on the importance of Higher Education Institutions integrating Emotional Regulation strategies in the prevention and coping with stress of these students in the curricula of health courses, especially in nursing, such as practice-based programs mindfulness. Future studies need to: investigate larger samples; use different measurement instruments to measure constructs; and, resorting to qualitative research, in order to capture subjective experiences of the practice. It is also suggestive to carry out longitudinal studies, with mindfulness training, in order to achieve greater conceptual and operational clarity of this practice, in view of its positive effects on ER and, consequently, on the cognitive functions of learning, which implies better performance professional academic. |
publishDate |
2021 |
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2021-05-27 2021-03-31 2022-02-14T15:43:55Z 2022-02-14T15:43:55Z |
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info:eu-repo/semantics/publishedVersion |
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COSTA, Daiana Alves Vendramel da. Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem. 2021. 107 f. Dissertação (Mestrado em Enfermagem) - Universidade Federal de Mato Grosso, Faculdade de Enfermagem, Cuiabá, 2021. http://ri.ufmt.br/handle/1/3179 |
identifier_str_mv |
COSTA, Daiana Alves Vendramel da. Relação entre atenção plena disposicional, regulação emocional e estresse percebido em estudantes de enfermagem. 2021. 107 f. Dissertação (Mestrado em Enfermagem) - Universidade Federal de Mato Grosso, Faculdade de Enfermagem, Cuiabá, 2021. |
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http://ri.ufmt.br/handle/1/3179 |
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Universidade Federal de Mato Grosso Brasil Faculdade de Enfermagem (FAEN) UFMT CUC - Cuiabá Programa de Pós-Graduação em Enfermagem |
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Universidade Federal de Mato Grosso Brasil Faculdade de Enfermagem (FAEN) UFMT CUC - Cuiabá Programa de Pós-Graduação em Enfermagem |
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