Mindfulness for Health Care Graduate Students
Mindfulness is the practice of being aware of ones experience, internally and externally, in an open, non-judgmental way. Research suggests that the consistent practice of mindfulness improves: physical and emotional health; the ability to respond skillfully to stress; focus and concentration; self-regulation of emotions; academic performance and communication. Studies specifically with health care providers indicate decreased burnout, a greater sense of well-being, improved empathy and patient-centered care and greater satisfaction with work. Mindfulness practice may decrease clinical errors and enhance the ability to see a situation from multiple perspectives.
Mindfulness for graduate students in health care professions is intended to support participants in responding more skillfully to the stressors of medical, dental and nursing education and to learn how mindfulness programs can be a useful intervention for their future patients.
This course is offered in collaboration with the University of Iowa Carver College of Medicine, College of Dentistry, and Department of Psychiatry.
- Date: Tuesdays, February 5 – March 12
- Time: 6 – 7:30 pm
- Location: To be announced
- Instructor: Chris Klug, MA
- Fee: $120
To register, email firstname.lastname@example.org and Megan will send you directions to the location. Payment is due at the first class.
Mindfulness Resources for Health Care Graduate Students
Other articles about mindfulness and health care graduate students:
- Drolet, B. C. & Rodgers, S. (2010). A comprehensive medical student wellness program-design and implementation at Vanderbilt school of medicine. Academic Medicine, 85(1), 103-10.
- Rosenzweig, S., Reibel, D., Greeson, J., Brainard, G., & Hojat, M. (2003). Mindfulness-based stress reduction lowers psychological distress in medical students. Teaching and Learning in Medicine, 15(2), 88-92.
- Shapiro S., Schwartz, G., & Bonner, G. (1998) Effects of mindfulness-based stress reduction on medical and premedical students. Journal of Behavioral Medicine, 21(6), 581-599.