Mindfulness Training for Occupational Therapy Students

Abstract

Introduction: This article describes the experiences of occupational therapy students over the course of three mindfulness programmes, designed to support them in managing stress in their personal and professional lives. Method: Hermeneutic phenomenology was used to explore the experiences and perceptions of 20 students undertaking these introductory programmes of mindfulness. Data were collected through interviews, questionnaires and emails. Findings: Five themes are presented to demonstrate the effects of mindfulness on students' personal lives, academic work and practice placements. Obstacles to mindfulness practice were found, alongside evidence of benefits in enhanced self-awareness and insight into habitual thought patterns. Techniques for managing stressful situations were used successfully. Conclusion: Implications arising from the study are discussed, including the potential for the future inclusion of mindfulness training within the occupational therapy curriculum.