Do You Mind? A Mindfulness Practice Curriculum for Pharmacy Students BY BRIANNA M. MCQUADE B.S., University of North Carolina at Chapel Hill, 2012 Pharm.D., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 2013 THESIS Submitted as partial fulfillment of the requirements for the degree of Master of Health Professions Education in the Graduate College of the University of Illinois at Chicago, 2020 Chicago, IL Defense Committee: Janet Riddle, Chair and Advisor Yoon Soo Park Jennie B. Jarrett, College of Pharmacy
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Do You Mind? A Mindfulness Practice Curriculum for Pharmacy Students
BY
BRIANNA M. MCQUADE
B.S., University of North Carolina at Chapel Hill, 2012
Pharm.D., University of North Carolina at Chapel Hill Eshelman School of Pharmacy, 2013
THESIS
Submitted as partial fulfillment of the requirements
for the degree of Master of Health Professions Education
in the Graduate College of the
University of Illinois at Chicago, 2020
Chicago, IL
Defense Committee:
Janet Riddle, Chair and Advisor
Yoon Soo Park
Jennie B. Jarrett, College of Pharmacy
ii
ACKNOWLEDGEMENTS
I would like to sincerely thank my thesis committee – Janet Riddle, Jennie Jarrett, and
Yoon Soo Park – for all their guidance with this thesis project. Their support and mentorship
helped me grow as a clinician and a researcher, and create data that will support the future of
pharmacists and other health professionals.
iii
TABLE OF CONTENTS
CHAPTER PAGE
1. Introduction……………………………………………………………………… 1
1.1.The Study Problem…………………………………………………….... 1
1.2.Research Question and Goals…………………………………………… 2
2. Related Literature and Theoretical Framework…………………………………. 4
2.1.Review of the Literature………………………………………………… 4
2.2.Theoretical Framework………………………………………………….. 5
3. Research Methodology………………………………………………………….. 8
3.1.Methods…………………………………………………………………. 8
3.1a Study Context: Mindfulness Curriculum…………………………... 8
3.1b Data Collection and Measurements………………………………... 9
3.1c Outcomes…………………………………………………………... 10
3.1d Scoring and Data Analysis………………………………………… 11
3.1e IRB…………………………………………………………………. 12
4. Results…………………………………………………………………………… 13
4.1.Participant Results………………………………………………………. 15
4.2.Participants vs. Controls………………………………………………… 19
5. Changes From Protocol…………………………………………………………. 21
6. Discussion………………………………………………………………………. 22
7. Conclusion………………………………………………………………………. 28
8. CV……………………………………………………………………………….. 29
9. Citations…………………………………………………………………………. 39
10. Appendices………………………………………………………………………. 42
10.1. A. Student Mindfulness Baseline Survey_Participants……………... 42
10.2. B. Student Mindfulness Week 8 and Week 12 Survey_Participants... 78
10.3. C. Student Mindfulness Daily Log………………………………….. 104
10.4. D. Student Curriculum Evaluation…………………………………... 109
10.5. E. Student Mindfulness Survey_Control Group…………………….. 113
10.6. F. Semi-Structured Interview Protocol for Mindfulness Curriculum
Student Participants……………………………………………………...
133
10.7. G. Free-Text Evaluation Responses from Student Participants…….. 134
iv
LIST OF TABLES
TABLE PAGE
I. Theoretical Frameworks Used to Evaluate Learning of Mindfulness…... 5
II. Pharmacy Student Mindfulness Curriculum Learning Objectives and
Activities…………………………………………………………………
8
III. Secondary Outcomes……………………………………………………. 11
IV. Baseline Demographics for Participant and Control Groups…………… 13
V. Student Reported Practice of Mindfulness……………………………… 15
VI. 5 Facet Mindfulness Questionnaire Results from Participants at
Baseline, Week 8, and Week 12…………………………………………
15
VII. Perceived Stress Survey Results from Participants at Baseline, Week 8,
and Week 12……………………………………………………………..
16
VIII. SF12 v2 Mental Health Summary (MCS) and Physical Health
Summary (PCS) Score Results from Participants at Baseline, Week 8,
and Week 12……………………………………………………………..
16
IX. Student Evaluation Responses on Learning Experience………………... 18
X. Comparison of PSS, MCS, and PCS Scores Between Participant and
Control Groups at Week 12……………………………………………...
20
v
LIST OF FIGURES
FIGURE PAGE
1. Social Cognitive Theory………………………………………………………… 5
Do not currently practice mindfulness 3 (12%) 3 (13%)
Less than one time per week 0 2 (8%)
1 – 2 times per week 1 (4%) 2 (8%)
2 – 3 times per week 0 0
4 – 5 times per week 1 (4%) 1 (4%)
6 – 7 times per week 0 0
More than 7 times per week 1 (4%) 0
15
4.1 Participant Results
Of the 25 students who completed the course, two students missed one class each, resulting in a
>98% attendance rate. A total of 1067 mindfulness practice events were collected from the 25 students
reporting on their daily mindfulness practice log over the duration of the course. On average, students
spent 11.5 minutes on mindfulness practice per activity outside of class. The most common mindfulness
practice was belly breathing, which students reported practicing 46% of the time. Table V has the
mindfulness practice breakdown.
Table V. Student Reported Practice of Mindfulness (N = 1067 activities)
Mindfulness Practice Activity Number of times activity was reported, n (%)
Belly breathing 493 (46.2%)
Dynamic breathing 223 (20.9%)
Gatha meditation 145 (13.6%)
Walking meditation 86 (8.1%)
Body scan 83 (7.8%)
Guided imagery 80 (7.5%)
Eating meditation 72 (6.7%)
Labeling of thoughts 62 (5.8%)
Loving-kindness meditation 31 (2.9%)
Labeling of feelings 30 (2.8%)
Chair yoga* 8 (0.7%)
Ocean breathing* 5 (0.5%)
Average time spent practicing per mindfulness activity,
min (SD)
11.5 (6)
*Not practiced in class due to COVID-19 cancellations
For the primary outcome, shown in Table VI, students significantly increased scores for the
observing, awareness, nonjudging, and nonreactivity facets of the 5 Facet Mindfulness Questionnaire
from baseline to Week 12. These results were maintained from the end of the course (Week 8).
Table VI: 5 Facet Mindfulness Questionnaire Results from Participants at Baseline, Week 8, and Week 12
5 Facet Mindfulness
Questionnaire
Baseline, mean
(SD)
(n=20)
Week 8, mean
(SD)
(n=20)
P-value (95% CI) Week 12, mean
(SD)
(n=18)
P-value* (95%
CI)
Observing Facet 3.3 (0.67) 3.7 (0.54) P = 0.02 (3.4 – 4.1) 3.5 (0.49) P = 0.02 (3.4 –
4.0)
Describing Facet 3.2 (0.68) 3.5 (1.37) P = 0.25 3.3 (0.78) P = 0.17
16 Awareness Facet 2.6 (0.72) 3.0 (0.67) P = 0.07 3.0 (0.73) P = 0.01 (2.7 –
3.1)
Nonjudging Facet 3.0 (0.67) 3.5 (0.74) P > 0.05 3.4 (0.67) P = 0.03 (3.0 –
3.7)
Nonreactivity Facet 2.9 (0.55) 3.4 (0.63) P = 0.02 (3.0 – 3.7) 3.5 (0.55) P < 0.0001 (3.2 –
3.7)
*P-value compared to baseline
The Perceived Stress Survey results are shown in Table VII. At week 12, PSS scores among
participants were statistically lower than at baseline (p = 0.007).
Table VII: Perceived Stress Survey Results from Participants at Baseline, Week 8, and Week 12
Baseline, mean (SD)
(n=25)
Week 8, mean (SD)
(n=24)
P-value Week 12, mean (SD)
(n=22)
P-value*
20.2 (4.0) 19.0 (5.2) P = 0.19 18.0 (6.4) P = 0.007
*P-value compared to baseline
The SF-12 v2 Quality of Life scores are shown in Table VIII. At week 8, the MCS was
statistically higher than baseline among participants, and this was maintained through week 12. There
was no difference in the PCS at either week 8 or 12.
Table VIII: SF-12 v2 Mental Health Summary (MCS) and Physical Health Summary (PCS) Score Results from
Participants at Baseline, Week 8, and Week 12
Baseline, mean
(SD)
(n=25)
Week 8, mean
(SD)
(n=23)
P-value (95%
CI)
Week 12, mean
(SD)
(n=22)
P-value* (95%
CI)
MCS 36.7 (9.9) 42.9 (11.1) p = 0.026 (37.5 –
48.2)
45.8 (9.6) P = 0.001 (40.7 –
50.0)
PCS 46.7 (7.0) 47.4 (5.6) P = 0.92 44.7 (7.0) P = 0.330
*P-value compared to baseline
Course Evaluation results are shown in Figures 2a-c. The majority of students (over 90%) rated
the achievement of learning objectives as excellent or good. Similarly, all students rated instructor
effectiveness as excellent or good. All students agreed that teaching and learning strategies were
effective. Table IX shows the free-text box responses sorted or categorized as a post hoc analysis using
New World Kirkpatrick Model Level.39 Full responses are shown in Appendix G.
17
9%
4%
4%
9%
4%
9%
83%
91%
87%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Objective 3: Integrate mindfulness practice into daily life
Objective 2: Understand the key messages of the practiceof mindfulness (mind-body skills, meditation practice, peerand facilitator interactions) as it relates to being a student
pharmacist
Objective 1: Discuss the benefits of mindfulness in thegeneral public and the healthcare professions population
Figure 2a. Student participant rating of achievement in learning objectives
N=23
Excellent Good Fair Poor
12%
4%
8%
8%
88%
96%
92%
92%
0% 20% 40% 60% 80% 100% 120%
The speaker's knowledge about the topic was:
The organization of the curriculum was:
The speaker's ability to communicate clearly was:
The speaker's ability to answer questions was:
Figure 2b. Student participant rating of instructorN=25
Excellent Good Fair Poor
18
Table IX. Student Evaluation Responses on Learning Experience
Level 1 – Reaction
Degree to which
students find the
course satisfying,
engaging, and
relevant to them
Satisfaction “I loved this class! It was a welcome respite from the busy
“success driven” classes of pharmacy school.”
“[Instructor] is an excellent teacher and this class was great
because of the way she taught it. She has a very calm soothing
voice so it’s easier to do meditations while listening to her”
“Thank you for the wonderful experience, I truly wish there were
a part 2!”
Participant requested “a silent classroom”
“Include more students”
Engagement “The background music really helped me during the session.
Maybe incorporating more sensual things such as therapeutic
scents would be beneficial.”
“Making some reading required rather than optional. Then
having student write a paragraph about what it meant to them, or
answer questions about it to drive the points home.”
“It would help to be able to read the readings that were read
aloud in class. I am a very visual person, so I often got lost while
listening to the dense readings and did not feel like I could
participate in class afterwards.”
“Maybe when the group is sharing at the beginning of class, so
around the room and have everyone either share their experiences
for that particular week of practice or decline to share. I think
this would improve participation while still giving people the
opportunity to decline sharing if they do not want to participate.”
8%
12%
12%
16%
92%
88%
88%
84%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
The educational material presented was well organized
The educational methods illustrated concepts well
The supplementary materials (readings, videos) helpedme apply the content
The teaching strategies were appropriate to attain theobjectives
Figure 2c. Student participant level of agreement for teaching and learning strategies
N=25
Strongly Agree Agree Disagree Strongly Disagree
19 Relevance “I wish more didactic lessons about research on mindfulness
were incorporated”
“I think that some of the studies behind meditation should be
shown earlier in class to help the class get on board with the
message.”
“ I loved that this class focused on personal growth, rather than a
way to further our pharmacy careers, or our professional image.”
“I think the emphasis on consistency was important.”
Level 2 – Learning
Extent to which
students acquire the
intended knowledge,
skills, and have the
confidence and
commitment to
practice these skills
Skill and
attitudes “I never knew WHAT mindfulness is. I now know that it is a
tool I can use to help stay in the present.”
“The different meditation techniques and how not to succumb to
the flowing river of thought.”
“Learning the different meditation techniques and which one
worked best for me helped me dealing with anxiety and
nervousness, especially in the last month.”
“Learning a lifelong skill that I can take with me wherever I go
and whenever I leave the house is truly changing my entire
mental perception of the world around me.”
“The most important thing I learned from this course was being
able to accept myself and others without judgment, and to live in
the present.”
“Definitely have become more aware in situations and know how
to acknowledge the negative feelings that I have but not let them
control me.”
“Learning to control my emotion over frustrat[ing] situation”
Confidence “I learned how to realistically and successfully make changes in
my life, despite how overwhelming or unattainable the changes
might seem.”
“I know that the lessons learned here will help me succeed in
pharmacy school and in my career”
“I have found that this course gave me new skills in order to cope
with stress in life. The techniques were new and very well
explained. They were also simple to add to my daily routine and
have found it very inspiring to keep going for my own benefit.”
Commitment “I have started incorporating a 10-minute mindfulness session
into my morning routine … I also (over the last few days) have
started using the Headspace app, particularly as a way to take
short breaks (10-20 minutes each) during study sessions to give
my mind a break from being active.”
“It is still difficult for me to practice mindfulness daily, so my
goal is to try to incorporate it into my life at least 2-3 times a
week for now. Maybe go for walks or just do deep breathing
when I feel overwhelmed.”
4.2 Participants vs Controls
The comparison between participant and controls for the PSS, MCS, and PCS results at week 12
are shown in Table X. Compared to controls, participants had significantly lower PSS scores at week 12.
20 Participants additionally had higher MCS scores at week 12 compared to controls. There was no
difference between the two groups with regards to PCS scores.
Table X. Comparison of PSS, MCS, and PCS Scores Between Participant and Control Groups at Week 12
Participants (n=22) Control (n=20) P-value
PSS score at Week 12,
mean (SD)
18.0 (6.4) 19.9 (6.6) P=0.037
MCS score at Week 12,
mean (SD)
45.7 (9.6) 36.8 (12.6) P=0.003
PCS score at Week 12,
mean (SD)
44.7 (7.0) 48.7 (8.2) P=0.165
21 5. Changes from Protocol
Several adjustments from the original research protocol must be noted. Firstly, the book students
were encouraged to read was changed to “The Mindful Twenty-Something” by Holly Rogers in the two
weeks’ prior to course initiation. Students were given the course syllabus after this change was made.
The instructor (PI) attended a Koru Mindfulness Training seminar where the book was mandatory
reading and she deemed it more appropriate for class use.
The second deviation from protocol was due to COVID-19 social distancing and shelter-in-place
orders that occurred midway through the course. Student spring break was extended from one to two
weeks, cutting the class meetings from 8 to 7 weeks in duration and in-person teaching were cancelled
for the remainder of the semester. Teaching shifted to online for the last 2 sessions. Students were
encouraged to practice on their own during this time. While the course had previously relied on
teleconferencing to reach the Rockford campus, this adjustment was still profound. Students had
previously met in groups on their respective campuses. After the shelter in place order, students were no
longer meeting face-to-face with their peers.
Due to low participation rate, several outcomes were adjusted. Multivariate analyses were not
performed to control for baseline factors, such as previous mindfulness practice, social network support,
or outside time commitments. Comparisons of survey results were not done between Rockford and
Chicago. As previously mentioned, the response rate for the planned interview sessions was low. Only
one student consented to be interviewed after course completion. The interview data was not included
for analysis as we could not explore the range of students’ experiences. This limited the qualitative data
available for analysis to the free text boxes from the course evaluations.
22 6. Discussion
This research sought to investigate the nature of learning mindfulness among pharmacy students.
Using the theoretical frameworks of the Five Facets of Mindfulness and Social Cognitive Theory, we
sought to understand the learning context that induced behavior change of consistent mindfulness
practice both within and outside the classroom. Using a mixed-methods, case control study design, we
evaluated evidence of learning among pharmacy students who participated in a mindfulness practice
curriculum.
Baseline characteristics collected on student participants provided an understanding of the personal
factors that may have influenced behavior change and learning of mindfulness. The majority of students
who participated in the mindfulness elective were females with bachelor’s degrees in their second year
of pharmacy school. The majority (>80%) reported relationship support in their lives. Eighty percent
spent two or more hours per day on schoolwork outside of class time; furthermore, 76% work greater
than five hours per week. Despite these extraneous time commitments, students still reported practicing
an average of 11.5 minutes per mindfulness activity, which aligned with the course requirements. A
small percentage (<15%) of students reported coping with stress using meditation/mindfulness
techniques, with even less (<8%) currently practicing either technique. The majority of students (76%)
entered the course having never practiced mindfulness previously. Students in the control group had
similar background demographics, though were more likely to be in their third year of pharmacy school.
Most students in the control group had no experience with meditation or mindfulness (75% and 64%,
respectively). For intervention and control groups, the most common method of coping with stress was
reported as sleep (84% and 83%, respectively) and spending time with family/friends (76% and 75%,
respectively).
The primary outcome of this research was to evaluate changes in the 5 Facet Mindfulness
Questionnaire from baseline to 4-weeks post course completion (week 12) as a surrogate for both
23 learning and behavior change due to a mindfulness practice curriculum. Student scores statistically
increased in the observing facet, awareness facet, nonjudging facet, and nonreactivity facet; there was no
statistical increase in the describing facet (Table VI). These results were similar to immediate post
course scores (week 8), indicating a sustained learning and behavior change in mindfulness practice
even after the course was completed. Students reported practicing 11.5 minutes per activity, on average,
which is consistent with previous literature supporting mindfulness benefits.11
The increase in four of the five mindfulness facets corresponded with a statistically significant
decrease in perceived stress as measured by the PSS (Table VII). Interestingly, there was no significant
decrease in stress scores at Week 8, but the difference was seen at Week 12. This could be due to the
COVID-19 outbreak and shelter-in-place orders which had just started around Week 8 but may have
become more normalized by Week 12. With regards to participants’ quality of life, the mental health
component summary (MCS) statistically increased (or improved) by weeks 8 and weeks 12 (Table VIII),
though there was no change in physical health component summary (PCS). Likely the lack of change in
PCS is due to selection bias; participants were young adults in school who were unlikely to have
significant physical health ailments.
When compared to a control group, participants had significantly lower stress levels and higher
mental health-related quality of life at Week 12 (Table X). This further supports the prediction that the
behavior change of practicing mindfulness correlates to the desired benefits of decreased stress and
improved mental quality of life.27 It is important to note that the MCS and PCS for both participants and
controls is lower than the general population (population mean = 50), and this corresponds with other
reports of pharmacy students in the literature.31,32,36 However, this research supports that a mindfulness
curriculum is beneficial, as the intervention group’s MCS increased from 36.7 to 45.8 in 12 weeks with
mindfulness practice.
24 Students rated the achievement of learning objectives in their post-course evaluation (Figure 2a).
While the majority rated achieving the learning objectives highly, there were one or two students who
rated them low, indicating that some aspect of the learning environment – the teacher, their peers, or the
curriculum - was not sufficient to accomplish the desired learning outcomes. It is unclear the factors that
may have contributed to this lack of achievement based on the data collected. However, it is worth
noting that one student who rated the “incorporate mindfulness into daily life” objective as fair indicated
the curriculum could be more effective if the quotes read aloud were also provided in print format.
Based on feedback provided from the class as a whole, adjustments can be done to the learning
curriculum and environment to enhance achievement of learning objectives in the future.
The evidence of learning is highlighted by the 5 Facet Mindfulness Questionnaire, PSS, SF-12
v2 outcomes, and course evaluation results. This research also sought to answer the question how
mindfulness learning occurs and the context that allows this to happen (“how” and “why”). Using a
Design Based Research approach, we had hoped to combine the previously-mentioned quantitative
outcomes with qualitative data through semi-structured interviews of several student participants to test
the SCT and elucidate the learning environment under which mindfulness practice can be
maximized.18,28 Low participation in the interviews caused us to shift our qualitative focus to free text
responses from the post-course evaluations. While these responses are not of the highest rigor for
qualitative analyses purposes, there were several interesting findings that can be expanded upon in the
future.40
The main themes to emerge from the evaluations regarding Level 1 (Reaction) from the New
World Kirkpatrick Model include course content and environmental recommendations, such as more
evidence-based lectures and a silent classroom. These responses also hint at the aids and hindrances in
the learning environment that may have impacted behavior change, such as the instructor’s soothing
voice or too few students to interact with. Indeed, not being required to speak about one’s experiences
25 during group debriefs or a noisy distracting classroom may have contributed to the lack of significant
change in the “describing facet”. Making adjustments to the curriculum based on this feedback may
enhance the learning environment to support even greater commitments to practice and subsequent
changes in behavior.
At Level 2 (Learning), the majority of responses reflect the themes and facets of the mindfulness
practice course. For example, students reported not getting swept up in their feelings/thoughts,
understanding different meditations for different times in their day and lives, and using mindfulness
practice as a tool to stay present and aware. These comments support the findings of statistical change in
the 5 Facet Mindfulness Questionnaire, the PSS, and the MCS of the SF-12 v2. The students report a
commitment to continued use of mindfulness practice, which could also support the significant findings
even weeks after conclusion of the course.
Both the Reaction Level and Learning Level responses support the hypothesis that the learning
environment and explicit mindfulness curriculum would have a large impact on driving behavior change
for practicing mindfulness (out of the three components of SCT). The theme of self-efficacy, or the
confidence in one’s ability to take action and continue to take action,26 is apparent in the responses
regarding one’s learning. The multiple recommendations regarding group discussions highlight the
importance of this classroom structure in aiding mindfulness practice, reflection, and growth.
Finally, there were a few unexpected outcomes found from the mixed-methods approach. It was
interesting to find that the describing facet was the only facet not statistically improved by the end of the
survey period. This could be due to reasons stated above regarding the learning environment.
Additionally, the majority of practices that students reported doing outside of class were belly breathing,
dynamic breathing, and Gatha meditations – none of these techniques require the practice of describing
or identifying one’s thoughts or feelings. In the future, these topics should be emphasized. Also
unexpected was that several students expressed an interest in required or additional assignments that
26 would further support their learning, including required written reflections and required readings.
Leaving readings optional was meant to limit the task burden of these already over-worked students, but
the responses indicate there is utility in the readings provided and a balance should be found in the next
course.
There are several limitations to this study. A few have already been mentioned, including the
course structure change due to COVID-19. Given the course relied heavily on group discussions, this
may have had an impact on the learning environment. Furthermore, the change in lifestyle, uncertainty
about the future, and concern for one’s health were a drastic change that were unforeseen when this
research was conceived and certainly were potential influences on the outcomes of interest (stress and
quality of life). This could have impacted not only learning mindfulness practice, but also independently
influenced one’s stress levels and mental health. However, the purpose of implementing a DBR
approach allows for analysis of the real-world scenarios of teaching and learning, and the outcomes
collected could reflect such a change.18 As many courses go online in this post-COVID era, this
research’s data can be used to support an the logistical success of an online platform for mindfulness
practice. Another limitation was the small sample sizes of the intervention group and control group,
which limited both qualitative and quantitative analyses. For example, an issue with relying on course
evaluation feedback is that it would be skewed towards the learning environment and not illuminate
personal or behavioral factors that may have (and likely did) contribute to one’s behavior change in
practicing mindfulness. Furthermore, course evaluations rarely inspire deep insight and elaboration on
the topics of interest; in this case, the topic of interest being the complex interplay of behavioral,
personal, and environmental factors that influence practicing mindfulness. Our method of analyzing free
text responses is not considered a rigorous qualitative methodology.40 Sample sizes were small and
participants were all volunteers. Such a selection bias may have resulted in intervention participants
having baseline positive attitudes towards practicing mindfulness. Certainly, there were missed themes
27 and facets on “how” and “why” learning truly occurred. However, to my knowledge, this is the first
research attempting to answer how and why learning occurs in mindfulness practice, and thus an area
where any research contributes to the literature. Furthermore, the free text data analysis, while not
scientifically rigorous to stand on its own, supports the quantitative findings as an adjunct analysis.40
28
7. Conclusion
Consistent mindfulness practice among pharmacy students increased mindfulness facets
(observing, awareness, nonjudging, and nonreactivity) from baseline to four weeks post course
completion. Compared to controls, students who practiced mindfulness had statistically lower levels of
stress and higher mental health-related quality of life. Student feedback indicated the class environment
played a significant role in their learning, consistent with the Social Cognitive Theory.
A. Student Mindfulness Baseline Survey_Participants
Start of Block: Default Question Block
Q1 Mindfulness Survey Electronic Consent Form We are asking you to participate in a study about the impact of the practice on mindfulness on stress during pharmacy school. This study will help us learn how using mindfulness as a part of the pharmacy curriculum may help improve the wellness of students. What is the reason for this study? This study will assess whether providing instruction in the practice of mindfulness as a part of the pharmacy curriculum will reduce the stress levels of students and improve their overall well-being. What are you asking me to do? We will ask you to participate in a series of surveys that are designed to collect background information about you as well as assess your perceptions about stress levels. You will take the first survey at the beginning of this course, the second at the end of the course, and a third and final survey four weeks after the end of the course. These surveys will be independently administered as a course requirement; however you may either consent to allow your responses to be additionally used for research purposes or decline to exclude your responses from this study. How will you use my information? We will keep your responses confidential. Only the researchers will see your responses. We ask for your university ID number (UIN) to link your surveys. Once we link your two surveys, we will remove your UIN. We will only share information with the public about the whole study, not specific people. We keep all personal information and survey data in a password-protected computer in a locked office. Am I required to do this study? It is your choice to take part in this study. You can stop at any time. Your choice will in no way impact any grade that you will earn for this course. How do I benefit from this study? We do not anticipate any personal benefits to participants for allowing their responses to be used for research purposes. Are there any risks? We do not expect any risks or discomfort related to the survey. You can skip any questions that you don’t want to answer. Your decision on whether or not to participate in the study will in no way affect any grade that you receive for this course. What if I have questions? If you have questions, please contact: Dr. Jennie Jarrett Phone: 312-996-1098 Email: [email protected] The University of Illinois at Chicago Institutional Review Board (UIC IRB) has approved this survey. For any questions about your rights, call UIC IRB at 312-996-1711. By checking the appropriate box below, you agree that: ● You have read this information ● You understand this information ● You understand that your responses are confidential and whether you choose to participate or not will not impact the grade you receive in this course in any way ● By
43 checking the “I agree” statement, you understand that you are providing your consent for your responses to be used for the purposes of research in addition to being used for course work.
o I consent to release my survey responses for the purposes of research (1)
o I do not consent to release my responses to this survey for the purposes of research (2)
46 Q9 The following questions are regarding your relationship and support networks. Adapted from Personal Stress Management Program: Oxford Clinical Psychology 2006
Q5 Do you have someone in your life you feel comfortable sharing your thoughts and feelings (both positive and negative)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Q6 Do you have someone in your life you can count on to lend you a hand when you need it (e.g., getting a ride somewhere, moving furniture, etc.)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
47 Q7 Do you have someone in your life who you enjoy spending your time with (these will probably be the people who make you feel most positive about yourself)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Q8 Do you have someone in your life who you feel truly cares about you and would be supportive of you under almost any circumstance?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Page Break
48 Q10 The following questions are regarding your time commitments.
Q11 How much time do you spend outside of pharmacy school on coursework on an average day? Do not include time spent on rotation.
o Less than 1 hour (1)
o 1 - (2)
o 2 - (3)
o 3 - (4)
o More than 4 hours (5)
Q12 Do you have a job outside of pharmacy school requirements?
o Yes (1)
o No (2)
Skip To: Q14 If Do you have a job outside of pharmacy school requirements? = No
Q13 How many hours per week do you work?
o Less than 5 hours (1)
o 5 - (2)
o 10 - (3)
o 15 - (4)
o More than 20 hours (5)
49 Page Break
50 Q15 The following question addresses how you deal with stress
Q14 Select the coping strategies you use to deal with stress. Select all that apply.
▢ Spiritual methods (e.g., prayer, house of worship) (8)
▢ Recreational/relaxation activities (9)
▢ Meditation or mindfulness techniques (10)
▢ Yoga (11)
▢ Other (specify): (12) ________________________________________________
Page Break
51 Q16 The following questions ask about your experience with meditation, yoga, and mindfulness practice (the practice of focusing on the present moment, with compassion and without judgment).
Q17 Have you ever practiced meditation?
o Yes (1)
o No (2)
Skip To: Q20 If Have you ever practiced meditation? = No
Q18 Do you currently meditate?
o Yes (1)
o No (2)
Skip To: Q20 If Do you currently meditate? = No
Q19 How often per week do you meditate?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
52 Q20 Have you ever practiced yoga?
o Yes (1)
o No (2)
Skip To: Q23 If Have you ever practiced yoga? = No
Q21 Do you currently practice yoga?
o Yes (1)
o No (2)
Skip To: Q23 If Do you currently practice yoga? = No
Q22 How often per week do you practice yoga?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
Q23 Have you ever practiced mindfulness? Mindfulness practice is the practice of focusing on the present moment, bringing awareness to thoughts and feelings, with compassion and without judgment.
o Yes (1)
o No (2)
Skip To: Q26 If Have you ever practiced mindfulness? Mindfulness practice is the practice of focusing on the pres... = No
53
Q24 Do you currently practice mindfulness?
o Yes (1)
o No (2)
Skip To: Q37 If Do you currently practice mindfulness? = No
Q25 How often per week do you practice mindfulness?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
Page Break
54 Q37 The following questions ask you to rate your level of mindfulness. Choose the number that best describes your own opinion of what is generally true for you. 5 Facet Mindfulness Questionnaire. Baer et al. 2006.
Q38 1. When I'm walking, I deliberately notice the sensations of my body moving.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q39 2. I'm good at finding words to describe my feelings.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
55 Q40 3. I criticize myself for having irrational or inappropriate emotions.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q41 4. I perceive my feelings and emotions without having to react to them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q42 5. When I do things, my mind wanders off and I'm easily distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
56 Q43 6. When I take a shower or bath, I stay alert to the sensations of water on my body.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q44 7. I can easily put my beliefs, opinions and expectations into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q45 8. I don't pay attention to what I'm doing because I'm daydreaming, worrying, or otherwise distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
57 Q46 9. I watch my feelings without getting lost in them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q47 10. I tell myself I shouldn't be feeling the way I'm feeling.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q48 11. I notice how foods and drinks affect my thoughts, bodily sensations, and emotions.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
58 Q49 12. It's hard for me to find the words to describe what I'm thinking.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q50 13. I am easily distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q51 14. I believe some of my thoughts are abnormal or bad and I shouldn't think that way.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
59 Q52 15. I pay attention to sensations, such as the wind in my hair or sun on my face.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q53 16. I have trouble thinking of the right words to express how I feel about things.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q54 17. I make judgments about whether my thoughts are good or bad.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
60 Q55 18. I find it difficult to stay focused on what's happening in the present.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q56 19. When I have distressing thoughts or images, I "step back" and am aware of the thought or image without getting taken over by it.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q57 20. I pay attention to sounds, such as clocks ticking, birds chirping, or cars passing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
61 Q58 21. In difficult situations, I can pause without immediately reacting.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q59 22. When I have a sensation in my body, it's difficult for me to describe it because I can't find the right words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q60 23. It seems I am "running on automatic" without much awareness of what I am doing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
62 Q61 24. When I have distressing thoughts or images, I feel calm soon after.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q62 25. I tell myself that I shouldn't be thinking the way I'm thinking.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q63 26. I notice the smells and aromas of things.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
63 Q64 27. Even when I'm feeling terribly upset, I can find a way to put it into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q65 28. I rush through activities without being really attentive to them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q66 29. When I have distressing thoughts or images I am able to just notice them without reacting.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
64 Q67 30. I think some of my emotions are bad or inappropriate and I shouldn't feel them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q68 31. I notice visual elements in art or nature, such as colors, shapes, textures, or patterns of light and shadow.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q69 32. My natural tendency is to put my experiences into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
65 Q70 33. When I have distressing thoughts or images, I just notice them and let them go.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q71 34. I do jobs or tasks automatically without being aware of what I'm doing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q72 35. When I have distressing thoughts or images, I judge myself as good or bad, depending what the thought/image is about.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
66 Q73 36. I pay attention to how my emotions affect my thoughts and behavior.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q74 37. I can usually describe how I feel at the moment in considerable detail.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q75 38. I find myself doing things without paying attention.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
67 Q76 39. I disapprove of myself when I have irrational ideas.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Page Break
68 Q26 The following questions ask you to rate your level of stress for the past month. For each question, choose from the following: 0 - never 1 - almost never 2 - sometimes 3 - fairly often 4 - very often Perceived Stress Scale. Cohen
Q27 1. In the last month, how often have you been upset because of something that happened unexpectedly?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
69 Q28 2. In the last month, how often have you felt that you were unable to control the important things in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q29 3. In the last month, how often have you felt nervous and stressed?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q30 4. In the last month, how often have you felt confident about your ability to handle your personal problems?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
70 Q31 5. In the last month, how often have you felt that things were going your way?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q32 6. In the last month, how often have you found that you could not cope with all the things you had to do?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q33 7. In the last month, how often have you been able to control irritations in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
71 Q34 8. In the last month, how often have you felt that you were on top of things?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q35 9. In the last month, how often have you been angered because of things that happened that were outside of your control?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q36 10. In the last month, how often have you felt difficulties were piling up so high that you could not overcome them?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
72
Page Break
73 Q77 The following questions asks for your views about your health. Answer each question by choosing just one answer. If you are unsure how to answer a question, please give the best answer you can. Short Form 12-Item (short) Questionnaire.
Q78 1. In general, would you say your health is:
o Excellent (1)
o Very Good (2)
o Good (3)
o Fair (4)
o Poor (5)
Q79 The following questions are about activities you might do during a typical day. Does your health now limit you in these activities? If so, how much?
Q80 2. Moderate activities such as moving a table, pushing a vacuum cleaner, bowling, or playing golf
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
74 Q82 3. Climbing several flights of stairs
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
Q81 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of your physical health?
Q83 4. Accomplished less than you would like.
o Yes (1)
o No (2)
Q84 5. Were limited in the kind of work or other activities.
o Yes (1)
o No (2)
Q85 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of any emotional problems (such as feeling depressed or anxious)?
Q86 6. Accomplished less than you would like.
o Yes (1)
o No (2)
75 Q87 7. Did work or activities less carefully than usual.
o Yes (1)
o No (2)
Q88 8. During the past 4 weeks, how much did pain interfere with your normal work (including work outside the home and housework)?
o Not at all (4)
o A little bit (5)
o Moderately (6)
o Quite a bit (7)
o Extremely (8)
Q89 These questions are about how you have been feeling during the past 4 weeks. For each question, please give the one answer that comes closest to the way you have been feeling.
Q90 9. How much of the time during the past 4 weeks have you felt calm and peaceful?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
76
Q91 10. How much of the time during the past 4 weeks did you have a lot of energy?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
Q92 11. How much of the time during the past 4 weeks have you felt down-hearted and blue?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
77 Q93 12. During the past 4 weeks, how much of the time has your physical health or emotional problems interfered with your social activities (like visiting friends, relatives, etc.)?
o All of the time (1)
o Most of the time (2)
o Some of the time (3)
o A little of the time (4)
o None of the time (5)
End of Block: Default Question Block
78
B. Student Mindfulness_Week 8 and Week 12 Survey_Participants
Start of Block: Default Question Block
Q1 Mindfulness Survey Electronic Consent Form We are asking you to participate in a study about the impact of the practice on mindfulness on stress during pharmacy school. This study will help us learn how using mindfulness as a part of the pharmacy curriculum may help improve the wellness of students. What is the reason for this study? This study will assess whether providing instruction in the practice of mindfulness as a part of the pharmacy curriculum will reduce the stress levels of students and improve their overall well-being. What are you asking me to do? We will ask you to participate in a series of surveys that are designed to collect background information about you as well as assess your perceptions about stress levels. You will take the first survey at the beginning of this course, the second at the end of the course, and a third and final survey four weeks after the end of the course. These surveys will be independently administered as a course requirement; however you may either consent to allow your responses to be additionally used for research purposes or decline to exclude your responses from this study. How will you use my information? We will keep your responses confidential. Only the researchers will see your responses. We ask for your university ID number (UIN) to link your surveys. Once we link your two surveys, we will remove your UIN. We will only share information with the public about the whole study, not specific people. We keep all personal information and survey data in a password-protected computer in a locked office. Am I required to do this study? It is your choice to take part in this study. You can stop at any time. Your choice will in no way impact any grade that you will earn for this course. How do I benefit from this study? We do not anticipate any personal benefits to participants for allowing their responses to be used for research purposes. Are there any risks? We do not expect any risks or discomfort related to the survey. You can skip any questions that you don’t want to answer. Your decision on whether or not to participate in the study will in no way affect any grade that you receive for this course. What if I have questions? If you have questions, please contact: Dr. Jennie Jarrett Phone: 312-996-1098 Email: [email protected] The University of Illinois at Chicago Institutional Review Board (UIC IRB) has approved this survey. For any questions about your rights, call UIC IRB at 312-996-1711. By checking the appropriate box below, you agree that: ● You have read this information ● You understand this information ● You understand that your responses are confidential and whether you choose to participate or not will not impact the grade you receive in this course in any way ● By
79 checking the “I agree” statement, you understand that you are providing your consent for your responses to be used for the purposes of research in addition to being used for course work.
o I consent to release my survey responses for the purposes of research (1)
o I do not consent to release my responses to this survey for the purposes of research (2)
81 Q37 The following questions ask you to rate your level of mindfulness. Choose the number that best describes your own opinion of what is generally true for you.
Q38 1. When I'm walking, I deliberately notice the sensations of my body moving.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q39 2. I'm good at finding words to describe my feelings.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
82 Q40 3. I criticize myself for having irrational or inappropriate emotions.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q41 4. I perceive my feelings and emotions without having to react to them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q42 5. When I do things, my mind wanders off and I'm easily distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
83 Q43 6. When I take a shower or bath, I stay alert to the sensations of water on my body.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q44 7. I can easily put my beliefs, opinions and expectations into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q45 8. I don't pay attention to what I'm doing because I'm daydreaming, worrying, or otherwise distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
84 Q46 9. I watch my feelings without getting lost in them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q47 10. I tell myself I shouldn't be feeling the way I'm feeling.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q48 11. I notice how foods and drinks affect my thoughts, bodily sensations, and emotions.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
85 Q49 12. It's hard for me to find the words to describe what I'm thinking.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q50 13. I am easily distracted.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q51 14. I believe some of my thoughts are abnormal or bad and I shouldn't think that way.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
86 Q52 15. I pay attention to sensations, such as the wind in my hair or sun on my face.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q53 16. I have trouble thinking of the right words to express how I feel about things.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q54 17. I make judgments about whether my thoughts are good or bad.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
87 Q55 18. I find it difficult to stay focused on what's happening in the present.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q56 19. When I have distressing thoughts or images, I "step back" and am aware of the thought or image without getting taken over by it.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q57 20. I pay attention to sounds, such as clocks ticking, birds chirping, or cars passing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
88 Q58 21. In difficult situations, I can pause without immediately reacting.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q59 22. When I have a sensation in my body, it's difficult for me to describe it because I can't find the right words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q60 23. It seems I am "running on automatic" without much awareness of what I am doing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
89 Q61 24. When I have distressing thoughts or images, I feel calm soon after.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q62 25. I tell myself that I shouldn't be thinking the way I'm thinking.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q63 26. I notice the smells and aromas of things.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
90 Q64 27. Even when I'm feeling terribly upset, I can find a way to put it into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q65 28. I rush through activities without being really attentive to them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q66 29. When I have distressing thoughts or images I am able to just notice them without reacting.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
91 Q67 30. I think some of my emotions are bad or inappropriate and I shouldn't feel them.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q68 31. I notice visual elements in art or nature, such as colors, shapes, textures, or patterns of light and shadow.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q69 32. My natural tendency is to put my experiences into words.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
92 Q70 33. When I have distressing thoughts or images, I just notice them and let them go.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q71 34. I do jobs or tasks automatically without being aware of what I'm doing.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q72 35. When I have distressing thoughts or images, I judge myself as good or bad, depending what the thought/image is about.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
93 Q73 36. I pay attention to how my emotions affect my thoughts and behavior.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q74 37. I can usually describe how I feel at the moment in considerable detail.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Q75 38. I find myself doing things without paying attention.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
94 Q76 39. I disapprove of myself when I have irrational ideas.
o 1 - Never true to or very rarely true (1)
o 2 - Rarely true (2)
o 3 - Sometimes true (3)
o 4 - Often true (4)
o 5 - Very often or always true (5)
Page Break
95 Q26 The following questions ask you to rate your level of stress for the past month. For each question, choose from the following: 0 - never 1 - almost never 2 - sometimes 3 - fairly often 4 - very often
Q27 1. In the last month, how often have you been upset because of something that happened unexpectedly?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q28 2. In the last month, how often have you felt that you were unable to control the important things in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
96 Q29 3. In the last month, how often have you felt nervous and stressed?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q30 4. In the last month, how often have you felt confident about your ability to handle your personal problems?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q31 5. In the last month, how often have you felt that things were going your way?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
97 Q32 6. In the last month, how often have you found that you could not cope with all the things you had to do?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q33 7. In the last month, how often have you been able to control irritations in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q34 8. In the last month, how often have you felt that you were on top of things?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
98 Q35 9. In the last month, how often have you been angered because of things that happened that were outside of your control?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q36 10. In the last month, how often have you felt difficulties were piling up so high that you could not overcome them?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Page Break
99 Q77 The following questions asks for your views about your health. Answer each question by choosing just one answer. If you are unsure how to answer a question, please give the best answer you can.
Q78 1. In general, would you say your health is:
o Excellent (1)
o Very Good (2)
o Good (3)
o Fair (4)
o Poor (5)
Q79 The following questions are about activities you might do during a typical day. Does your health now limit you in these activities? If so, how much?
Q80 2. Moderate activities such as moving a table, pushing a vacuum cleaner, bowling, or playing golf
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
Q82 3. Climbing several flights of stairs
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
100
Q81 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of your physical health?
Q83 4. Accomplished less than you would like.
o Yes (1)
o No (2)
Q84 5. Were limited in the kind of work or other activities.
o Yes (1)
o No (2)
Q85 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of any emotional problems (such as feeling depressed or anxious)?
Q86 6. Accomplished less than you would like.
o Yes (1)
o No (2)
Q87 7. Did work or activities less carefully than usual.
o Yes (1)
o No (2)
101 Q88 8. During the past 4 weeks, how much did pain interfere with your normal work (including work outside the home and housework)?
o Not at all (4)
o A little bit (5)
o Moderately (6)
o Quite a bit (7)
o Extremely (8)
Q89 These questions are about how you have been feeling during the past 4 weeks. For each question, please give the one answer that comes closest to the way you have been feeling.
Q90 9. How much of the time during the past 4 weeks have you felt calm and peaceful?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
102 Q91 10. How much of the time during the past 4 weeks did you have a lot of energy?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
Q92 11. How much of the time during the past 4 weeks have you felt down-hearted and blue?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
103 Q93 12. During the past 4 weeks, how much of the time has your physical health or emotional problems interfered with your social activities (like visiting friends, relatives, etc.)?
▢ "Does Mindfulness Make You More Compassionate?" Shauna Shapiro (14)
▢ "Self-Compassion: The Secret to Empowered Action is Learning Not to Beat Yourself Up" Emma Seppala (15)
▢ "The Five Myths of Self-Compassion" Kristin Neff (16)
▢ "Suggestions for Daily Practice" Jon Kabat-Zinn (17)
▢ "A Randomized Controlled Trial of Koru: A Mindfulness Program for College Students and Other Emerging Adults" Greeson et al (18)
▢ "A Mindfulness Course Decreases Burnout and Improves Well-Being Among HCPs" Goodman and Schorling (19)
▢ “Awareness is the first step”: An interprofessional course on mindfulness & mindful-movement for healthcare professionals and students. Kinser et al. (20)
108
▢ "Cultivating mindfulness in health care professionals: A review of empirical studies of mindfulness-based stress reduction (MBSR)" Irving et al (23)
▢ "How Effective are Mindfulness-Based Interventions for Reducing Stress Among Healthcare Professionals? A Systematic Review and Meta-Analysis" by Burton et al (24)
▢ "Mindfulness-based therapy: A comprehensive meta-analysis" Khoury et al (26)
Q10 Do you grant permission to address your reflection and/or comments on the BlackBoard site as a learning point for others? Your response will be posted anonymously.
o Yes (1)
o No (2)
End of Block: Default Question Block
109
D. Student Curriculum Evaluation
Start of Block: Default Question Block
Q1 Course Objectives/Content
Q2 Rate how well the course objectives were achieved:
Level Acheived:
Poor (1) Fair (2) Good (3) Excellent (4)
Discuss the benefits of
mindfulness in the general public and
the healthcare professions
population (1)
o o o o
Understand the key messages of the practice of
mindfulness (mind-body skills,
meditation practice, peer and
facilitator interactions) as it relates to being a
student pharmacist (2)
o o o o
Integrate mindfulness
practice into daily life (3)
o o o o
Q4 Teacher Evaluation
110 Q3 Please select the option that best matches your view about the presenter:
Level Acheived:
Poor (1) Fair (2) Good (3) Excellent (4)
The speaker’s knowledge about the topic was: (1) o o o o The organization of the curriculum
was: (2) o o o o The speaker’s
ability to communicate
clearly was: (3) o o o o
The speaker’s ability to answer
questions was: (4) o o o o
Q5 Instructional Methods
Q6 Select your level of agreement with the following statements:
Level Acheived:
Strongly Disagree
(1) Disagree (2) Agree (3) Strongly Agree (4)
111
The educational material
presented was well organized (1)
o o o o
The educational methods
illustrated concepts well (2)
o o o o
The supplementary
materials (readings, videos) helped me apply the content (3)
o o o o
The teaching strategies were appropriate to
attain the objectives (4)
o o o o
Q8 Clinical Application
Q9 What was the most important thing you learned from this course?
Q1 Mindfulness Survey Electronic Consent Form We are asking you to participate in a study about the impact of the practice on mindfulness on stress during pharmacy school. This study will help us learn how using mindfulness as a part of the pharmacy curriculum may help improve the wellness of students. What is the reason for this study?This study will assess whether providing instruction in the practice of mindfulness as a part of the pharmacy curriculum will reduce the stress levels of students and improve their overall well-being. What are you asking me to do?We will ask you to participate in two surveys that are designed to collect background information about you as well as assess your perceptions about stress levels. You will take the first survey now, and the second twelve weeks later to assess any changes over time. How will you use my information?We will keep your responses confidential. Only the researchers will see your responses. We ask for your university ID number (UIN) to link your surveys. Once we link your two surveys, we will remove your UIN. We will only share information with the public about the whole study, not specific people. We keep all personal information and survey data in a password-protected computer in a locked office. Am I required to do this study?It is your choice to take part in this study. You can stop at any time. Your choice will have no academic or professional impact on your capacity as a student at UIC. How do I benefit from this study?There is no personal benefit associated with participation in this study. Your participation will provide researchers with data that has the potential to improve the content of the pharmacy school curriculum. Are there any risks?We do not expect any risks or discomfort related to the survey. You can skip any questions that you don’t want to answer. Your decision on whether or not to participate in the study will have no negative impact on your capacity with UIC. What if I have questions?If you have questions, please contact:Dr. Jennie JarrettPhone: 312-996-1098Email: [email protected] The University of Illinois at Chicago Institutional Review Board (UIC IRB) has approved this survey. For any questions about your rights, call UIC IRB at 312-996-1711. By checking the box below, you agree that:● You have read this information● You understand this information● You understand that your responses are confidential and whether you choose to participate or not will not impact you negatively in any way● You want to participate in this research study
o I agree with the above statements and consent to participate in this study. (1)
Page Break
114 Q98 Are you a P1, P2, or P3 student?
o Yes (4)
o No (5)
Skip To: End of Survey If Are you a P1, P2, or P3 student? = No
Q99 Are you currently enrolled in the class PMPR 390: Mindfulness Practice with Dr. McQuade?
o Yes (4)
o No (5)
Skip To: End of Survey If Are you currently enrolled in the class PMPR 390: Mindfulness Practice with Dr. McQuade? = Yes
o Other (3) ________________________________________________
o Prefer not to answer (4)
115 Q97 What is your highest degree?
o High School Degree (1)
o Bachelor's Degree (2)
o Master's Degree (3)
o Doctorate Degree (4)
o Other (please specify): (5) ________________________________________________
Q4 What is your year in pharmacy school?
o P1 (1)
o P2 (2)
o P3 (3)
Page Break
116 Q9 The following questions are regarding your relationship and support networks. Adapted from Personal Stress Management Program: Oxford Clinical Psychology 2006
Q5 Do you have someone in your life you feel comfortable sharing your thoughts and feelings (both positive and negative)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Q6 Do you have someone in your life you can count on to lend you a hand when you need it (e.g., getting a ride somewhere, moving furniture, etc.)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
117 Q7 Do you have someone in your life who you enjoy spending your time with (these will probably be the people who make you feel most positive about yourself)?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Q8 Do you have someone in your life who you feel truly cares about you and would be supportive of you under almost any circumstance?
o Yes (1)
o No (2)
o Unsure (3)
o Prefer not to answer (4)
Page Break
118 Q10 The following questions are regarding your time commitments.
Q11 How much time do you spend outside of pharmacy school on coursework on an average day? Do not include time spent on rotation.
o Less than 1 hour (1)
o 1 - (2)
o 2 - (3)
o 3 - (4)
o More than 4 hours (5)
Q12 Do you have a job outside of pharmacy school requirements?
o Yes (1)
o No (2)
Skip To: Q14 If Do you have a job outside of pharmacy school requirements? = No
Q13 How many hours per week do you work?
o Less than 5 hours (1)
o 5 - (2)
o 10 - (3)
o 15 - (4)
o More than 20 hours (5)
119 Page Break
120 Q15 The following question addresses how you deal with stress
Q14 Select the coping strategies you use to deal with stress. Select all that apply.
▢ Spiritual methods (e.g., prayer, house of worship) (8)
▢ Recreational/relaxation activities (9)
▢ Meditation or mindfulness techniques (10)
▢ Yoga (11)
▢ Other (specify): (12) ________________________________________________
Page Break
121 Q16 The following questions ask about your experience with meditation, yoga, and mindfulness practice.
Q17 Have you ever practiced meditation?
o Yes (1)
o No (2)
Skip To: Q20 If Have you ever practiced meditation? = No
Q18 Do you currently meditate?
o Yes (1)
o No (2)
Skip To: Q20 If Do you currently meditate? = No
Q19 How often per week do you meditate?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
122 Q20 Have you ever practiced yoga?
o Yes (1)
o No (2)
Skip To: Q23 If Have you ever practiced yoga? = No
Q21 Do you currently practice yoga?
o Yes (1)
o No (2)
Skip To: Q23 If Do you currently practice yoga? = No
Q22 How often per week do you practice yoga?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
Q23 Have you ever practiced mindfulness? Mindfulness practice is the practice of focusing on the present moment, bringing awareness to thoughts and feelings, with compassion and without judgment.
o Yes (1)
o No (2)
Skip To: Q26 If Have you ever practiced mindfulness? Mindfulness practice is the practice of focusing on the pres... = No
123
Q24 Do you currently practice mindfulness? Mindfulness practice is the practice of focusing on the present moment, bringing awareness to thoughts and feelings, with compassion and without judgment.
o Yes (1)
o No (2)
Skip To: Q26 If Do you currently practice mindfulness? Mindfulness practice is the practice of focusing on the pr... = No
Q25 How often per week do you practice mindfulness?
o Less than once a week (1)
o 1 - 2 times per week (2)
o 2 - 3 times per week (3)
o 4 - 5 times per week (4)
o 6 - 7 times per week (5)
o More than 7 times per week (6)
Page Break
124 Q26 The following questions ask you to rate your level of stress for the past month. For each question, choose from the following: 0 - never 1 - almost never 2 - sometimes 3 - fairly often 4 - very often
Q27 1. In the last month, how often have you been upset because of something that happened unexpectedly?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q28 2. In the last month, how often have you felt that you were unable to control the important things in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
125 Q29 3. In the last month, how often have you felt nervous and stressed?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q30 4. In the last month, how often have you felt confident about your ability to handle your personal problems?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q31 5. In the last month, how often have you felt that things were going your way?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
126 Q32 6. In the last month, how often have you found that you could not cope with all the things you had to do?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q33 7. In the last month, how often have you been able to control irritations in your life?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q34 8. In the last month, how often have you felt that you were on top of things?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
127 Q35 9. In the last month, how often have you been angered because of things that happened that were outside of your control?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Q36 10. In the last month, how often have you felt difficulties were piling up so high that you could not overcome them?
o 0 - Never (1)
o 1 - Almost Never (2)
o 2 - Sometimes (3)
o 3 - Fairly Often (4)
o 4 - Very often (5)
Page Break
128 Q77 The following questions asks for your views about your health. Answer each question by choosing just one answer. If you are unsure how to answer a question, please give the best answer you can.
Q78 1. In general, would you say your health is:
o Excellent (1)
o Very Good (2)
o Good (3)
o Fair (4)
o Poor (5)
Q79 The following questions are about activities you might do during a typical day. Does your health now limit you in these activities? If so, how much?
Q80 2. Moderate activities such as moving a table, pushing a vacuum cleaner, bowling, or playing golf
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
Q82 3. Climbing several flights of stairs
o YES, limited a lot (1)
o YES, limited a little (2)
o NO, not limited at all (3)
129
Q81 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of your physical health?
Q83 4. Accomplished less than you would like.
o Yes (1)
o No (2)
Q84 5. Were limited in the kind of work or other activities.
o Yes (1)
o No (2)
Q85 During the past 4 weeks, have you had any of the following problems with your work or other regular daily activities as a result of any emotional problems (such as feeling depressed or anxious)?
Q86 6. Accomplished less than you would like.
o Yes (1)
o No (2)
Q87 7. Did work or activities less carefully than usual.
o Yes (1)
o No (2)
130 Q88 8. During the past 4 weeks, how much did pain interfere with your normal work (including work outside the home and housework)?
o Not at all (4)
o A little bit (5)
o Moderately (6)
o Quite a bit (7)
o Extremely (8)
Q89 These questions are about how you have been feeling during the past 4 weeks. For each question, please give the one answer that comes closest to the way you have been feeling.
Q90 9. How much of the time during the past 4 weeks have you felt calm and peaceful?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
131 Q91 10. How much of the time during the past 4 weeks did you have a lot of energy?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
Q92 11. How much of the time during the past 4 weeks have you felt down-hearted and blue?
o All of the time (1)
o Most of the time (2)
o A good bit of the time (3)
o Some of the time (4)
o A little of the time (5)
o None of the time (6)
132 Q93 12. During the past 4 weeks, how much of the time has your physical health or emotional problems interfered with your social activities (like visiting friends, relatives, etc.)?
o All of the time (1)
o Most of the time (2)
o Some of the time (3)
o A little of the time (4)
o None of the time (5)
End of Block: Default Question Block
133 Appendix F. Semi-structured interview protocol for Mindfulness Curriculum Student Participants
1. Why did you choose to take this elective?
a. Probe: previous experiences in learning or practicing mindfulness (e.g., yoga,
meditation)
b. Probe: how this elective relates to previous learning or mindfulness practices
2. We are interested in your experiences of the elective curriculum. What were your experiences of
learning about mindfulness in this elective?
a. Probe: what aspects contributed to your learning, what aspects got in the way of you
learning about mindfulness
b. Probe: what aspects of the classroom environment contributed to your learning or got in
the way of your learning (e.g., classroom space, your teacher, your fellow students)
3. Tell me how you used the assigned activities before class or during class to help you learn about
mindfulness.
a. Topics to probe: reading assignments, use of apps, classroom practice activities and
discussion
4. You were asked to practice mindfulness outside of class. What was that like for you?
a. Probe: what helped you to do that practice outside of class, what barriers did you
experience?
5. How have your attitudes and beliefs about mindfulness changed as a result of this course, if at
all?
a. Probe: what most influenced/contributed to the changes in your attitudes/beliefs about
mindfulness?
6. How do you think what you’ve learned in this elective will be important in your next phase as a
student pharmacist?
134 Appendix G. Free-Text Evaluation Responses from Student Participants What was the most important thing you learned from this course?
a) Different meditation techniques, listening to other people's thoughts and engaging in discussions.
b) c) Mindfulness is not ignoring or running away from problems, and it is a very healthy
and useful method for understanding and being at peace with your emotions and what is going on around you.
d) I think the emphasis on consistency was important.
e) Gaining tools to help me in everyday situations f) Learning the different meditation techniques and which one worked the best for me
helped me with dealing with anxiety and nervousness, especially in the last month.
g)
h) How to incorporate mindfulness into my life.
i) The different meditations and how not to succumb to the flowing river of thought
j) Daily and consistent mindfulness practice is important k) Learning the different methods of practicing mindfulness because it allows me to do it
wherever I am!
l) That I can be mindful at school. m) Learning a lifelong skill that I can take with me wherever I go and whenever I leave the
house is truly changing my entire mental perception of the world around me. n) I never knew WHAT mindfulness is. I now know that it is a tool that I can use to help
stay in the present.
o) p) The most important thing I learned from this course was being able to accept myself
and others without judgment, and to live in the present. q) I learned how to get back into meditation. It has been something that I have wanted
to do for a while now. r) Relax during difficult situations. Learned to understand me and be in the present
moment.
s) Tolls to help me with every day life t) How to be more aware of my thoughts and feelings. I find myself being more present
than before. u) I have found that this course gave me new skills in order to cope with stress in life.
The techniques were new and very well explained. They were also simple to add to my daily routine and have found it very inspiring to keep going for my own benefit.
v) I learned how to realistically and successfully make changes in my life, despite how overwhelming or unattainable the changes might seem.
w) How to cope with anxiety
x)
y) learning to control my emotion over frustrated situation
135 After participating in this session, what change(s) will you make in your life? Please be specific.
A. Incorporate mindfulness into my daily life, remember to live in the moment and not to keep worrying about the past that can't be changed and future that's often unknown.
B. C. I have started incorporating a 10-minute mindfulness session into my morning routine
every day. I also (over the last few days) have started using the Headspace app, particularly as a way to take short breaks (10-20 minutes each) during study sessions to give my mind a break from being active. Although I haven't done this a lot, I have done a lot better at staying motivated and engaged with my work throughout the day than I have in the past.
D. I think I will be more aware of when I am stressed and how to address it.
E. Being more present and working through my thoughts F. It's still difficult for me to practice mindfulness daily, so my goal is to try to
incorporate it into my life at least 2-3 times a week for now. Maybe go for walks or just do deep breathing when I feel overwhelmed.
G.
H. Try to be mindful more often. A few times a week. I. Definitely have become more aware in situations and know how to acknowledge the
negative feelings that I have but not let them control me.
J. Continue to use mindfulness practices whenever possible K. It has allowed to me to be more cognizant of my current surroundings rather than
constantly planning and thinking about things outside of the situation. Therefore, the change would be focusing more on the present rather than the past or the future.
L. I will take time out of my day to be mindful. M. Applying mindfulness exercises everyday, first thing in the morning. Especially
breathing exercises and guided imagery. N. I will be labeling my thoughts a lot more. I will try to always remember to stay in the
present. I also will share the meditations with my friends to help them stay in the present when they are feeling stressed.
O. P. I would like to continue to practice mindfulness and incorporate it into my daily
activities and work. Q. I am going to start meditating more. I really like that this class got me back in the
habit of doing so. R. Mediate practice often if not daily. Finds ways to incorporate mindfulness into daily
activities such as walking, wake up stretches, and brushing my hair. Let negative thoughts pass by and be in the present moment. Learn to forget and forgive others and me. Let go of negative lingering thoughts.
S. Incorporating these tools T. Focusing more on controlling my breathing in efforts to control my feelings and
emotions.
136
U. V. My goal is to keep up the practice of mindfulness, as consistently as possible. I have a
broader goal of observing things around me without judging.
W. Using meditation to cope with stressors and being able to manage them better
X.
Y. I will keep practicing mindfulness because I recognize its benefits for my soul What can be done to improve the effectiveness of this curriculum? Please be specific.
A. N/A
B.
C. I wish more didactic lessons about the research on mindfulness were incorporated. D. I believe the surveys we completed could be completed in a better format. Maybe a
submission portal for a whole weeks worth of material rather than day by day surveys.
E. Making some reading required rather than optional. Then having student write a paragraph about what it meant to them, or answer questions about it to drive the points home.
F. None
G. H. It would help to be able to read the readings that were read aloud in class. I am a very
visual person, so I often got lost while listening to the dense readings and did not feel like I could participate in class afterwards.
I. Nothing . It’s great the way it is
J. K. Maybe when the group is sharing at the beginning of class, go around the room and
have everyone either share their experiences for that particular week of practice or decline to share. I think this would improve participation while still giving people the opportunity to decline sharing if they do not want to participate.
L. N/A
M. Lengthen the course, and include more students!
N. A silent classroom.
O.
P. N/A Q. I think that some of the studies behind meditation should be shown earlier in the class
to help the class get on board with the message. R. The background music really helped me during the session. Maybe incorporating
more sensual things such as therapeutic scents would be beneficial. S. Required reading assignments to drill points home, perhaps with a little writing
assignment T. I feel that the style of teaching through open discussion could use improvement. It is
great having discussion but I feel it is difficult at times if everybody doesn’t participate. An adjustment could possibly be having more time for instruction/presenting educational material rather than relying 100% on discussion for the class.
137
U.
V.
W. Nothing
X.
Y. Having writing reflection papers Any additional comments:
A. Thanks for a short but great semester!
B. C. This course was very well run, and I feel so thankful to have been a part of it! I know
that the lessons I learned here will help me succeed in pharmacy school and in my career.
D.
E. Thanks for making this course!
F.
G. Thank you, this course helped me a lot in calming down and dealing with challenges
H. Thank you for your help! I. Dr. McQuade is an excellent teacher and this class was great because of the way she
taught it. She has a very calm soothing voice so it’s easier to do meditations while listening to her. Thank you for teaching this class!
J.
K. Great class and great professor!
L. N/A
M. Thank you for the wonderful experience, I truly wish there was a part 2!
N. nope!
O.
P. N/A
Q.
R.
S.
T. Thank you for a great semester!
U. V. I loved this class! It was a welcome respite from the busy ‚”success driven” classes of
pharmacy school. I loved that this class focused on personal growth, rather than a way to further our pharmacy careers, or our professional image. Thanks Dr. McQuade!