Personne : Guillaumie, Laurence
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Université Laval. Faculté des sciences infirmières
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- PublicationAccès libreA mixed-methods systematic review of the effects of mindfulness on nurses(Wiley Online Library, 2016-10-05) Guillaumie, Laurence; Boiral, Olivier; Champagne, JulieAim: To review the effects of mindfulness-based interventions on Registered Nurses and nursing students. Background: Work-related stress among nurses is estimated to be the biggest occupational health problem after musculoskeletal disorders. Design: A mixed-method systematic review incorporating quantitative and qualitative data was conducted. Data sources: Studies on the effects of mindfulness-based interventions for nurses and nursing students published between 1980 and 2014 were identified through a systematic search in electronic databases: Medline, Embase, PsycINFO, Cochrane Library and Cinahl. Review methods: Data analysis was conducted based on the framework of Thomas and Harden (2004). Results: A total of 32 studies, including 17 controlled designs, 11 pre-post designs and four qualitative designs were reviewed. Meta-analysis suggests that mindfulness-based interventions may be effective in significantly reducing state anxiety and depression at posttreatment and state anxiety and trait anxiety at follow-up. Qualitative studies and uncontrolled studies shed light on benefits overlooked in RCTs, including improvements in the well-being of individuals (e.g. inner state of calmness, awareness and enthusiasm) and improved performance at work (better communication with colleagues and patients, higher sensitivity to patients' experiences, clearer analysis of complex situations and emotional regulation in stressful contexts). Conclusions: Mindfulness appeared to improve nurses' mental health significantly. It could be used in worksite health promotion programmes. Only a few studies have explored the impact of mindfulness on nurses' professional behaviours and their relationships with patients and colleagues. Future research should further explore the long-term impacts of mindfulness on performance and well-being at work using sound methodological designs.
- PublicationRestreintSelf-efficacy and implementation intentions-based interventions on fruit and vegetable intake among adults : impact at 12-month follow-up(Sage, 2013-05-15) Guillaumie, Laurence; Godin, Gaston; Manderscheid, Jean-Claude; Spitz, Elisabeth; Muller, LaurentThis study tested the effect of theory-based interventions designed to increase fruit and vegetable intake (FVI). Adults (n = 291) were randomized into four groups: implementation intentions (II) group; self-efficacy (SE) group; combination of implementation intentions and self-efficacy (II+SE) group; and a control group receiving written information on nutrition. They were reassessed at 1, 3, 6 and 12 month follow-up. This study found that short interventions such as SE and II+SE can achieve significant differences in FVI at six-month follow-up compared to the control group. However, this effect was not maintained at 12-month follow-up. Practitioners should add materials or follow up meetings to ensure maintenance of behavioral change.
- PublicationAccès librePsychosocial determinants of physical activity at school among Lebanese children : an application of the planned behavior theory(Editura Universităţii din Piteşti, 2017-03-31) Santina, Tania; Guillaumie, Laurence; Godin, Gaston; Gagné, CamilleIntroduction: Based on an extended version the theory of planned behavior, this survey, aimed to identify the psychosocial determinants of children’s physical activity at school and intention to engage in it. Methods: 276 fifth- and sixth-grade students from two schools in Lebanon completed a self-reported questionnaire assessing psychosocial and physical activity variables. Data were collected also on sociodemographic, anthropometric variables. Results: Determinants of physical activity at school were intention, perceived behavior control, selfidentity, perceived barriers and gender. Children’s beliefs associated with a positive intention were the following: to feel able to engage in physical activity at school when sport equipment is provided, despite an inclement weather, despite school restrictions on the use of physical activity facilities and equipment, and despite an inappropriate playground for some kinds of play. These should be targeted in physical activity interventions. Conclusions: These findings inform the design of culturally relevant school-based interventions in Arabic countries. Interventions should specifically support girls in recognition of the negative influence of gender on physical activity. They should also promote children’s self-identification as a sporty child and enhance children’s confidence in their capacity to engage in physical activity at school and to overcome barriers associated with it