Introducing Mindful Pause Practice in Sonography Education: A Strategy to Improve Classroom Presence

Objective: The practice of mindfulness has many reported benefits. The purpose of this mixed-methods study was to investigate the effect of a three-minute, instructor-led Mindful Pause Practice (MPP) in the sonography classroom over a two-semester period. Methods: Participants were students enrolled in programs accredited by the Commission on Accreditation of Allied Health Education Programs from four universities. Instructors provided MPP, and then students completed the Mindful Attention Awareness Scale. Results: A statistically significant increase in mindfulness as was seen from pre- to poststudy (3.3 vs. 3.9, P < .001). The majority of students described the MPP as a positive experience (>70%) and reported improved classroom attention and awareness (>78%). Qualitative themes of stress reduction/relaxation, improved focus/attention, and self-care were noted each semester. Self-directed MPP outside the classroom was low but did improve over time. Conclusion: The addition of a short MPP to sonography classes has positive benefits and improves student mindfulness. These findings support current literature on classroom mindfulness and add information specific to sonography education.