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Objectives: Pediatric teams of emergency departments work under extreme stress, which affects high-level cognitive functions, specifically attention and memory. Therefore, the methods of stress management are being sought. Mindfulness as a process of intentionally paying attention to each moment with acceptance of each experience without judgment can potentially contribute to improving the performance of medical teams. Medical simulation is a technique that creates a situation to allow persons to experience a representation of a real event for the purpose of education. It has been shown that emergency medicine simulation may create a high physiological fidelity environment similarly to what is observed in a real emergency room. The aim of our study was to determine whether the technical and non-technical skills of medical students in the course of pediatric high fidelity simulations are related to their mindfulness and stress. Participants and methods: A total of 166 standardized simulations were conducted amongstudents of medicine in three simulation centers of medical universities, assessing: stress sensation (subjectively and heart rate/blood pressure), technical (checklists) and non-technical skills (Ottawa scale) and mindfulness (five facet mindfulness questionnaire): ClinicalTrials.gov ID: NCT03761355. Results: The perception of stress amongstudents was lower and more motivating if they were more mindful. Mindfulness of students correlated positively with avoiding fixation error. In the consecutive simulations the leaders' non-technical skills improved, although no change was noted in their technical skills. Conclusion: The results of our research indicate that mindfulness influence the non-technical skills and the perception of stress of medical students during pediatric emergency simulations. Further research is needed to show whether mindfulness training leads to improvement in this field. [ABSTRACT FROM AUTHOR]

Healthcare professionals are exposed not only to the ubiquitous stress, but also to the culture of perfectionism. Therefore, they need tools to achieve a balance between work and rest in order to effectively help their patients. The study objective is a review of the literature on the implementation of mindfulness in healthcare professionals and medical students. The authors searched the literature in PubMed and Google Scholar databases for publications about "mindfulness" in "healthcare professionals" and "medical students." The search included manuscripts published to July 31, 2019. Mindfulness is a process of intentional paying attention to experiencing the present moment with curiosity, openness and acceptance of each experience without judgment. Mindfulness training leads to a better mood perception, lower stress perception, and responding to stimuli more effectively. All these features can have a potentially positive effect on healthcare service. The paper describes methods of intervention as well as their effects, which may be useful both in maintaining the well-being of healthcare professionals and in patient care. Mindfulness meditation has a beneficial effect on stress, depression, burnout, well-being and empathy among doctors, nurses and other healthcare workers. However, the method has a number of limitations, including a small number of participants, a high dropout rate in the intervention group and, above all, ceasing to practice mindfulness in the longer term after the course termination. Mindfulness can be widely implemented by healthcare professionals, thus improving their well-being and the quality of care they provide. Further standard scientific research is needed to confirm this impact. [ABSTRACT FROM AUTHOR]

Healthcare professionals are exposed not only to the ubiquitous stress, but also to the culture of perfectionism. Therefore, they need tools to achieve a balance between work and rest in order to effectively help their patients. The study objective is a review of the literature on the implementation of mindfulness in healthcare professionals and medical students. The authors searched the literature in PubMed and Google Scholar databases for publications about "mindfulness" in "healthcare professionals" and "medical students." The search included manuscripts published to July 31, 2019. Mindfulness is a process of intentional paying attention to experiencing the present moment with curiosity, openness and acceptance of each experience without judgment. Mindfulness training leads to a better mood perception, lower stress perception, and responding to stimuli more effectively. All these features can have a potentially positive effect on healthcare service. The paper describes methods of intervention as well as their effects, which may be useful both in maintaining the well-being of healthcare professionals and in patient care. Mindfulness meditation has a beneficial effect on stress, depression, burnout, well-being and empathy among doctors, nurses and other healthcare workers. However, the method has a number of limitations, including a small number of participants, a high dropout rate in the intervention group and, above all, ceasing to practice mindfulness in the longer term after the course termination. Mindfulness can be widely implemented by healthcare professionals, thus improving their well-being and the quality of care they provide. Further standard scientific research is needed to confirm this impact. Int J Occup Med Environ Health. 2021;34(1):1-14. [ABSTRACT FROM AUTHOR]

Background: Emergency medicine can impose a heavy psychological burden on healthcare workers. Stress experienced during life-threatening situations may disrupt situational awareness (SA), i.e., the perception of environmental elements with respect to time and space, the comprehension of their meaning, and the projection of their state into the near future. We aimed to investigate whether mindfulness (a special way of paying attention: conscious, non-judgmental, and oriented to the present moment) can be related to the SA levels among final-year medical students confronted with life-threatening situations during medical simulations. Methods: The simulations were constructed as high-fidelity scenarios in children and adults (ClinicalTrials.gov ID: NCT03761355). The components of mindfulness were assessed using the Five Facet Mindfulness Questionnaire. SA among students was assessed using The Situation Awareness Global Assessment Technique at three levels: (1) data, (2) comprehension, and (3) projection. Results: In total, 117 students were included. Level 1 SA positively correlated with the overall mindfulness score and its components, i.e., nonreactivity, conscious presence, and nonjudgment. Moreover, level 3 SA significantly correlated with the description, but not with the overall mindfulness score. A regression model showed that nonreactivity explained 34% of Level 1 of SA variability. The addition of conscious presence and nonjudgment into this model did not change its predictive value. Conclusions: nonreactivity a component of mindfulness of final-year medical students is related to the meticulous data collection of patients in life-threatening situations. [ABSTRACT FROM AUTHOR]