awareness treatment (MB-EAT; Kristeller & Hallett 1999) Table 1 Primary activities in evolutionary method of concept
and mindfulness-based medical practice (MBMP; Irving analysis (Rodgers 2000).
et al. 2012) are emerging. Acceptance and commitment • Identify concept of interest and surrogate terms.
therapy (ACT; Hayes et al. 1999) and dialectical behav- • Identify and select: setting and sample.
iour therapy (DBT; Linehan 1993) also have mindfulness • Collect data with focus on concept attributes, context of
concept use, interdisciplinary, sociocultural and temporal
processes embedded in them and are demonstrating empiri-
variations.
cal benefits (Lynch et al. 2007, Ruiz 2010). Although
• Analyse data.
appearing supportive to the growing movement of mind- • If available, identify exemplar of the concept.*
fulness in mainstream health promotion, the variety • Identify implications of analysis and future development of the
between and in all of these programmes may be a contrib- concept.
uting factor in the challenge to create a working definition *Mindfulness is a subjective experience that has application across
of mindfulness. many contexts; therefore, identifying an exemplar would risk limit-
Abercrombie et al. (2007) suggest, ‘it is essential that ing understanding of its varied uses, and thus was omitted from
holistic nurses conduct and participate in research that is this analysis process.
relevant to their clinical practice’ (p. 33). Mindfulness as a
holistic intervention has many potential benefits for nurse
well-being and for the varied health populations they serve, cally into nursing. Mindfulness was not a major subject
and subsequently requires nursing-directed research. This heading in the database. No other search terms for this
cannot be undertaken without a clearly defined concept, as concept were included in the final sample to provide a
concepts are the necessary foundation in building theory clearer picture of its use separate from other concepts. The
(Rodgers 2000). However, a conceptual analysis of mind- dates searched were all-inclusive of the CINAHL database,
fulness is challenging as Sharpiro and Carlson (2009) high- and fell between 1981 and 2012. Inclusion criteria
light that ‘attempting to write about mindfulness in an included English journal articles with theoretical or
academic and conceptual way is in some ways antithetical research-based content. The key search terms and decisions
to the very nature of mindfulness’ (p. 3), which is grounded made to arrive at final sample are described in Figure 1.
in an experiential process. Despite this, conceptual develop- The final sample for this analysis included 59 articles that
ment is important so that mindfulness can be fully inte- fell between 1994–2012.
grated into health care. All items in the sample were identified with a number
Rodgers evolutionary method (Rodgers 2000) was used and read through once to support immersion in the
for the purpose of this concept analysis on mindfulness. concept, and to gain a general tone of the individual and
The philosophical perspective embedded in this method collective works. Code sheets for the organization of data
views concepts as context-dependent, dynamic and con- were created individually for attributes, antecedents, conse-
stantly evolving. The method is inductively focused and is quences, references, related terms and nursing-specific
“a means of identifying a consensus or the ‘state of the art’ implications for research, education and practice. Methodo-
of the concept” (Rodgers 2000, p. 97). The purpose of this logical and reflexive journals were started at the beginning
method is not to arrive at a conclusion or definitive defini- of this study to ensure rigour and to retrace steps as
tion of the concept, but rather to describe the current use necessary throughout the analysis.
of a concept for further development of nursing knowledge. Formal analysis was delayed until the completion of data
This iterative process is supported through six primary collection as Rodgers (2000) cautions: ‘there are few occur-
activities (Table 1). rences more detrimental in concept analysis than the
researcher getting stuck on a particular idea and, conse-
quently, being unable to allow the characteristics of the
Data sources
concept to emerge from the data’ (p.94). Formal analysis
To gain clarity on how the concept of mindfulness has began with individually examining coding sheets to estab-
been integrated into the discipline of nursing, the leading lish themes. In each category, common themes were orga-
database for nurses, the Cumulative Index to Nursing and nized and reorganized until trends were comprehensively
Allied Health Literature (CINAHL) was used. This data- and clearly identified and subsequently labelled. This analy-
base includes virtually all-nursing and allied health jour- sis also focused specifically on the use, emerging trends and
nals (Polit & Beck 2008) and, therefore, offers a future development of mindfulness in the context of
perspective on how mindfulness is being integrated specifi- nursing.
944
mindfulness was not consistently a central theme within the articles.
557
nursing discipline appeared infrequently.
76
76 results relevant to the discipline of nursing obtained.
References
Experience of being present
References describe the ways a concept has been applied
(Rodgers 2000). Table 2 presents a breakdown of the Mindfulness is difficult to understand outside the realm of
research and theoretical based papers for this sample. The experience (Sitzman 2002). Poulin et al. (2008) posit that
use of mindfulness in this literature was divided into con- learning mindfulness can lead to improved health and well-
text of use for varied health populations and separately for being ‘through greater experiential understanding of the
its use directly with healthcare practitioners. In addition, interplay between mind, body and emotions’ (p. 78). Chal-
although the use of mindfulness in the CINAHL database lenging current societal and cultural norms, which place
appears to be growing exponentially, the application of emphasis on completing tasks, remaining busy and ‘doing’
mindfulness in nursing remains limited (Figure 2). something at all times, this experience is associated with ‘a
way of being,’ (Proulx 2003), ‘being in the moment’
(Cohen-Katz et al. 2004) or engaging in ‘being mode’ (Day
Attributes
& Horton-Deutsch 2004a). As an experience of being,
The defining attributes of mindfulness are subtle (Caccia- mindfulness is highly subjective (York 2007); but, in
tore & Flint 2012) and intricately connected to one general, it is the ability to be present moment-to-moment
another. The most frequently cited definition in the litera- (Day & Horton-Deutsch 2004a, Smith et al. 2005) while
ture remains one from Kabat-Zinn (1994) who stated that sustaining qualities of awareness, acceptance and attention
mindfulness is ‘paying attention in a particular way: on through each moment.
purpose in the present moment, and nonjudgmentally’
(p. 4; Proulx 2003, Poss 2005, Matchim et al. 2008,
Awareness
Stanton & Dunkley 2011). Through the analysis, five
defining attributes emerged to clarify the concept. The The ability to become deeply aware of self (Praissman 2008)
‘experience of being present’ is one attribute of mindfulness in the midst of moment-to-moment experiences is another
that is cultivated and sustained through three additional attribute of mindfulness. Tusaie and Edds (2009) explain that
attributes: ‘awareness’, ‘acceptance’ and ‘attention’. In addi- awareness ‘is the background of consciousness, which is con-
tion, mindfulness can be understood as a ‘transformative stantly monitoring the environment’ (p. 359). Said another
process’. Although each of the attributes will be addressed way, awareness is ‘being with observations’ (Tusaie & Edds
in turn, one cannot be appreciated contextually without 2009), able to observe ‘the constant stream of thoughts, emo-
Context of use for varied health populations Nurse practitioners (Poss 2005)
Mindfulness meditation-based stress reduction: Nurse stress/burnout (Ott et al. 2002, Cohen-Katz et al. 2004)
experience with a bilingual inner-city program (Roth & Creaser Mindfulness/nursing theory (Sitzman 2002)
1997) Palliative care communication model (Wittenberg-Lyles et al.
Cancer (Ando et al. 2009, Kvillemo & Br€anstr€ om 2011, 2010)
Weitz et al. 2012) Psychiatric/mental health nursing (Hirst 2003, Horton-Deutsch
Cancer survivors (Lengacher et al. 2011, Matchim et al. & Horton 2003, Tusaie & Edds 2009)
2011b)
Diabetic peripheral neuropathy (Teixeira 2010)
Healthy adults (Matchim et al. 2008)
tions and body sensations’ (Roth & Creaser 1997, p. 152).
HIV-infected patients (Ampunsiriratana et al. 2005)
Mental health (Day & Horton-Deutsch 2004a,b, Davis et al.
Day and Horton-Deutsch (2004a) described this as one
2007, York 2007, Kitsumban et al. 2009) becoming a ‘detached witness.’ With this awareness, it is sug-
Minority children with depression and anxiety (Liehr & gested that individuals have a greater ability to reflect and
Diaz 2010) respond in healthy ways to their experience as it arises (Davis
Multiethnic women with abnormal pap smears (Abercrombie et al. 2007).
et al. 2007)
Pregnancy and maternal well-being (Beddoe et al. 2009)
Substance use disorder (Carroll et al. 2008) Acceptance
School aged children (Wall 2005)
Theoretical discussions/literature reviews/practice implications of Being able to accept what arises in ones awareness without
mindfulness judging (Kvillemo & Br€ anstr€
om 2011), resisting (Cohen-
Cancer: literature reviews (Smith et al. 2005, Matchim &
Katz et al. 2004) or avoiding (Cacciatore & Flint 2012) is
Armer 2007)
Cancer survivors: literature review
particularly important and is another defining attribute of
(Matchim et al. 2011a) mindfulness. Instead of reacting in these ways, one develops
Chronic hepatitis C (Koerbel & Zucker 2007) the ability to witness his/her experience, accepting moments
Mental health (Bashford 2011, Klainin-Yobas et al. 2012) as they arise, and can learn ‘to respond rather than react to
Paediatric clinical practice (Ott et al. 2002) [their] habitual ways of thinking, moving, and doing’ (Day
Psychological support for people with stomas
& Horton-Deutsch 2004a, p. 165). In addition, acceptance
(Trunnell 1996)
Substance abuse disorder (Bankston 2008, Miller 2010, Lange can foster a more compassionate approach to self and other
2011) in the midst of experiences that arise in phenomena (Ott
Varied populations (Proulx 2003, Praissman 2008, Stanton & 2004, York 2007), particularly those that may be uncom-
Dunkley 2011) fortable or challenging. When one can accept what is occur-
Veteran’s (Cuellar 2008)
ring moment-to-moment without evaluating it as ‘good’ or
Context of use for healthcare practitioners
Mindfulness-based intervention research
‘bad’ (Matchim et al. 2011a), they may, as Pipe (2008)
Human service professionals (Poulin et al. 2008) suggests, be able to offer a more balanced presence through
Interdisciplinary stress/coping (McCracken & ‘nurturing a healthy regard for the emotions of self and
Yang 2008) others’ (p. 121).
Nurse stress/burnout (Cohen-Katz et al. 2005a,b, Mackenzie
et al. 2006, Pipe et al. 2009)
Student nurse stress/burnout (Young et al. 2001, Beddoe & Attention
Murphy 2004, Kang et al. 2009)
Theoretical discussions/literature reviews/practice implications of Awareness requires that one is also able to maintain his/her
mindfulness attention on that which he/she is aware of. Attention,
Certified Nursing Assistant stress in long-term care (Zeller & another attribute of mindfulness, is the ability to stay in the
Lamb 2011)
moment-to-moment experience (Wittenberg-Lyles et al.
Interdisciplinary mindfulness bereavement model (Cacciatore &
Flint 2012)
2010, Matchim et al. 2011b). It is a shift in the mind from
Interdisciplinary stress/coping (O’Neal 1997, Klatzker 2006, habitually unconscious automatic functioning, worry and
While 2010) rumination (Zeller & Lamb 2011) of past and future expe-
Nurse healing and transformation (Ott 2004) riences to focus on what is occurring in the present (Day &
Nurse leadership (Pipe 2008) Horton-Deutsch 2004a). Matchim et al. (2011b) summarize
attention as being ‘receptive to the whole field of aware-
120
80
Mindfulness in title or
# of results
abstract with nurs* in journal
per year
60 article or title of journal
40
20
94
95
96
97
98
99
00
01
02
03
04
05
06
07
08
09
10
11
19
19
19
19
19
19
20
20
20
20
20
20
20
20
20
20
20
20
tive to application directly within nursing
discipline. Year
ness’ (p. 62) where one can maintain focus on what arises and healing’ (as cited in Ott 2004, p. 24). Owing to
without becoming distracted or lost in thought (York mindfulness as a process of continual development, the
2007). ability to clarify the concept by antecedents, attributes, and
consequences becomes difficult as they all become inter-
twined (Tusaie & Edds 2009, Figure 3).
Transformative process
Attributes of mindfulness
Antecedents Consequences
n
Aw
tio
Present
ten
ar
informal Spiritual
Acceptance
potential to support the cultivation of holistic nursing own lives, they will be unable, skillfully, to offer it as a
practices. holistic practice and perspective to those health populations
To be present with another in the midst of life challenges they serve. Placing attention on how to integrate mindful-
and suffering is considered fundamental to nursing practice ness into nursing education and practice would strengthen
(Ferrell & Coyle 2008). Despite this, multiple studies their ability to offer this knowledge to others.
describe nurses using distancing and avoidance strategies to
protect themselves from these experiences (Chang et al.
Directions for research
2006, Blomberg & Sahlberg-Blom 2007, Timmermann et al.
2009). In addition, scholars suggest that the phenomenon of As an emerging concept in nursing, mindfulness has great
distancing is detrimental to the nurses’ well-being and the potential to support practitioners, and subsequently the
therapeutic clinical process (Chang et al. 2006, Blomberg & health populations they serve. However, rigorous methodo-
Sahlberg-Blom 2007, Iglesias et al. 2010). Through this logical research designs are needed to ground this concept
analysis, a possible response and prevention to these avoid- in nursing practice. There are significant gaps and directions
ance strategies appeared in the form of emerging care models that nursing can explore to contribute to the science of
that hold mindfulness as a central component (Wittenberg- mindfulness.
Lyles et al. 2010, Cacciatore & Flint 2012). With the To date, mindfulness research has been explored mainly
emphasis on mindfulness in care practices, nurses are offered through quantitative research designs. A frequently cited
a way of cultivating a greater capacity to be in these chal- limitation of quantitative studies on mindfulness is that they
lenging moments with sustained presence. This may help not have insufficient statistical power (Young et al. 2001, Mac-
only to therapeutically support the client but also to ‘help kenzie et al. 2006). In addition, many scholars also critique
insulate providers from the long-term effects of others’ the self-selection method as a limitation in study designs as
suffering’ (Cacciatore & Flint 2012, p. 68). it leads to biased results (Beddoe & Murphy 2004, Pipe
et al. 2009). However, as a key determining factor in one’s
ability to practise and integrate mindfulness is his/her will-
Support at practice level for varied health populations
ingness and capacity to participate, this should be taken into
The positive implications of mindfulness-based programmes consideration when designing education and research proto-
for nurses and their practice are evident. Despite this, mind- cols.
fulness as a concept has been explored to a greater degree Furthermore, appreciations of the contextual subtleties of
with other varied health populations, but remains minimally mindfulness have not been captured through the empirical,
integrated into the discipline of nursing. The theoretical quantitatively driven designs that dominate the current
discussions and research results offer a promising perspective research. There are now multiple tools to measure mindful-
on the benefits of mindfulness in mainstream health care to ness and appreciate outcomes of mindfulness-based prac-
promote well-being in various clinical and non-clinical tices (Baer 2011). Despite these measurements, the
populations. However, there is overwhelming agreement by mechanisms of mindfulness are not well understood (Kvill-
many scholars in this analysis that for mindfulness to be emo & Br€ anstr€
om 2011). This may be partly because it is
successfully integrated into a supportive clinical practice, the difficult to expand the understanding of how mindfulness
‘teacher’ must also have a mindfulness practice of their own truly affects participants outside the predetermined concep-
(Poss 2005, Klatzker 2006, Davis et al. 2007, Lengacher tualizations derived from these validated tools. Brown et al.
et al. 2011). (2007) suggest that a greater appreciation of the mecha-
The subtleties and challenges of mindfulness can only be nisms of mindfulness and the use of a theoretical model to
offered in an authentic and realistic way if taught by those ground research could support the development of sound
who have experience of being in the practice (Roth & Crea- knowledge about mindfulness.
ser 1997, Stanton & Dunkley 2011). Poulin et al. (2008) Given the experiential and subjective nature of mindful-
posit that for the successful integration of mindfulness into ness, qualitative approaches to researching mindfulness
health care, ‘health service professionals are a critical would be beneficial (Proulx 2003, York 2007). In this
population for mindfulness training because as they begin analysis, there were only a handful of qualitative studies;
to embody this learning, and experience benefits in their this is consistent with concerns that there is a lack of quali-
own lives, they also bring this education to the people they tatively focused research designs in the study of mindfulness
are working with’ (p. 78). Without nurses themselves (Smith et al. 2005). In this respect, nursing could present a
learning to practise and integrate mindfulness into their unique contribution to the development of mindfulness in
health care and health promotion as their research practices concept and its significant benefits into their respective
include a strong grounding in qualitative research method- practices. This may speak of a larger sociocultural problem
ologies. In particular, knowledge gained from phenomeno- that fails to address self-care promotion and support for
logical and grounded theory research could offer important nurse well-being in the face of their challenging work. To
insight into the concept. move the concept of mindfulness forward in nursing, there
In research designs, attention to variables, such as inter- first needs to be a global shift in perspective that identifies the
ventions offered, the amount one practices (dose) and health of nurses as a priority in education and research
which practices they gravitate towards, is needed, as there initiatives. Mindfulness can offer practical tools for health
are significant variations on these aspects of mindfulness promotion and lends itself to holistic practices and perspec-
research and subsequent outcomes. Beddoe and Murphy tives on nursing care. Furthermore, as nurses experience
(2004) found that there was a correlation between the mindfulness themselves, they will have additional knowledge
amount of mindfulness practice one engaged in and the available to promote it as a holistic health practice in their
positive outcomes evident as a result of those practices. various clinical settings.
Also, some believe that longer programmes are necessary to Finally, mindfulness can support an ontological orienta-
appreciate the subtleties of the mindfulness process, while tion to nursing knowledge development. Specifically, the
other studies show that even small dose interventions offer concept of mindfulness has significant potential to enhance
positive outcomes to participants (Mackenzie et al. 2006). cultivating and sustaining qualities considered imperative to
This is particularly relevant in the nursing profession where therapeutic nursing practice. The current emphasis on task-
demands on many nurses in their professional lives are stag- oriented approaches to care and evidence-based practices
gering (Cohen-Katz et al. 2004). It is therefore important to has limited the ability to foster other avenues of knowing
research what interventions, over what period of time, and in nursing education and practice. Consequently, value
at what dose could offer positive outcomes to nurses who must be placed on other forms of knowing, such as per-
are interested in practising mindfulness. In addition, longi- sonal and embodied knowledge. Integrating mindfulness
tudinal studies are being encouraged (Mackenzie et al. more intentionally into nursing education, practice and
2006) to gain insights into the practitioner’s experience of research can assist nurses to develop a particular way of
integrating mindfulness into their lives overtime. being present for themselves and others, and can create a
shift from a purely theoretical way of knowing to one that
is more embodied and holistic.
Limitations
Author contributions
Conclusion
All authors have agreed on the final version and meet at
The development of mindfulness in nursing lags behind other least one of the following criteria [recommended by the
disciplines that have been more engaged with integrating the ICMJE (http://www.icmje.org/ethical_1author.html)]:
• substantial contributions to conception and design, workplace stressors, coping methods, demographic characteristics,
and health in Australian nurses. Journal of Professional Nursing:
acquisition of data, or analysis and interpretation of
Official Journal of the American Association of Colleges of
data; Nursing 22(1), 30–38.
• drafting the article or revising it critically for important Christopher J.C., Christopher S.E., Dunnagan T. & Schure M.
intellectual content. (2006) Teaching self-care through mindfulness practices: the
application of yoga, meditation, and qigong to counselor
training. Journal of Humanistic Psychology 46, 494–509.
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