The Relationship between Mindfulness, Emotion Regulation and Mental Well-being among Academic Staff Educators at the Faculty of Nursing | ||||
| Egyptian Journal of Health Care | ||||
| Article 9, Volume 6, Issue 4, December 2015, Page 135-152 PDF (333.61 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/ejhc.2015.211214 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Neama Fathy | ||||
| Abstract | ||||
| Mindfulness is necessary for educators to become aware of and regulate their thoughts, emotions and behaviors so as to more effectively manage stress and enhance psychological well being. Bringing awareness to emotional experiences in a way that is compassionate and nonjudgmental, may facilitate a healthy involvement with emotions. Aim: To identify the relationship between mindfulness, emotional regulation and mental wellbeing among nursing educators at Faculty of nursing. Setting; The study was conducted at the faculty of nursing at Alexandria university. Subjects: The study subjects comprised 82 nursing educators who respond to a questionnaire from total population 148 staff member educators. Tools: Four tools were used for data collection, Five Facet Mindfulness Questionnaire, (FFMQ), Emotion Regulation Questionnaire (ERQ), The Difficulties in Emotion Regulation Scale (DERS), and Warwick Edinburgh Mental Well-being Scale(WEMWBS). Results: a positive and significant correlation between mindfulness, emotional regulation, and mental well-being among the studied nursing educators were found. Conclusion: The present study replicates and extends previous research showing that mindfulness was significantly and positively correlated with higher levels of cognitive appraisal of emotional regulation and greater well-being among nursing educators. Recommendations: the present research suggests that acquiring the skills of learning and practicing mindfulness techniques is potentially useful for academic staff mental well-being state, focusing on all facets of mindfulness specially technique of being non judgmental | ||||
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