Journal of American college health : J of ACH · 2026
Exploring impacts of a college biology course with integrated mindfulness practice on student well-being: Qualitative insights from student written reflections.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
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Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Zhang Zhuoya, Chilakapati Sai S, Lưu Pháp, Borowy Caroline, Gilbert-Diamond Diane
Аннотация
OBJECTIVE: This study aimed to qualitatively explore the perceived impacts of an undergraduate biology course that integrated mindfulness on student well-being.
PARTICIPANTS: A total of 36 undergraduate students enrolled in the Mindful Physiology course in Spring 2023.
METHODS: Thematic analysis was conducted on students' weekly written reflections on course content and mindfulness practice.
RESULTS: Students reported improved well-being, including increased positive emotions, compassion, social connectedness, and competency in using mindfulness to manage everyday stressors. Recognizing the body as a dynamic, interdependent system fostered appreciation of interbeing and enhanced connection to themselves, others, and the environment. Additionally, learning about physiological systems increased students' appreciation for their bodies and motivation to adopt health-promoting practices, including consistent mindfulness practice.
CONCLUSIONS: Findings support integrating mindfulness practice into human physiology teaching as an innovative approach to enhance college student well-being.
PARTICIPANTS: A total of 36 undergraduate students enrolled in the Mindful Physiology course in Spring 2023.
METHODS: Thematic analysis was conducted on students' weekly written reflections on course content and mindfulness practice.
RESULTS: Students reported improved well-being, including increased positive emotions, compassion, social connectedness, and competency in using mindfulness to manage everyday stressors. Recognizing the body as a dynamic, interdependent system fostered appreciation of interbeing and enhanced connection to themselves, others, and the environment. Additionally, learning about physiological systems increased students' appreciation for their bodies and motivation to adopt health-promoting practices, including consistent mindfulness practice.
CONCLUSIONS: Findings support integrating mindfulness practice into human physiology teaching as an innovative approach to enhance college student well-being.