***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Background Distress and burnout among medical and psychology professionals are commonly reported and have implication s for the quality of patient care delivered . Already in the course of university studies , medicine and psychology students report mental distress and low life satisfaction . There is a need for interventions that promote better coping skills in students in order to prevent distress and future burnout . This study examines the effect of a seven-week Mindfulness-Based Stress Reduction ( MBSR ) programme on mental distress , study stress , burnout , subjective well-being , and mindfulness of medical and psychology students . Methods A total of 288 students ( mean age = 23 years , 76 % female ) from the University of Oslo and the University of Tromsø were r and omly allocated to an intervention or control group . The control group continued with their st and ard university courses and received no intervention . Participants were evaluated using self-reported measures both before and after the intervention . These were : the ‘ General Health Question naire , Maslach Burnout Inventory Student version , Perceived Medical School Stress , Subjective Well-being , and Five Facet Mindfulness Question naire ’ and additional indices of compliance . Results Following the intervention , a moderate effect on mental distress ( Hedges’g 0.65 , CI = .41 , .88 ) , and a small effect on both subjective well-being ( Hedges’g 0.40 , CI = .27 , .63 ) and the mindfulness facet ‘ non-reacting ’ ( Hedges’g 0.33 , CI = .10 , .56 ) were found in the intervention group compared with the control group . A higher level of programme attendance and reported mindfulness exercises predicted these changes . Significant effects were only found for female students who additionally reported reduced study stress and an increase in the mindfulness facet ‘ non-judging ’ . Gender specific effects of participation in the MBSR programme have not previously been reported , and gender differences in the present study are discussed . Conclusion Female medical and psychology students experienced significant positive improvements in mental distress , study stress , subjective well-being and mindfulness after participating in the MBSR programme . Trial registration Background : Although mindfulness meditation interventions have recently shown benefits for reducing stress in various population s , little is known about their relative efficacy compared with relaxation interventions . Purpose : This r and omized controlled trial examines the effects of a 1-month mindfulness meditation versus somatic relaxation training as compared to a control group in 83 students ( M age=25 ; 16 men and 67 women ) reporting distress . Method : Psychological distress , positive states of mind , distractive and ruminative thoughts and behaviors , and spiritual experience were measured , while controlling for social desirability . Results : Hierarchical linear modeling reveals that both meditation and relaxation groups experienced significant decreases in distress as well as increases in positive mood states over time , compared with the control group ( p<.05 in all cases ) . There were no significant differences between meditation and relaxation on distress and positive mood states over time . Effect sizes for distress were large for both meditation and relaxation ( Cohen ’s d=1.36 and .91 , respectively ) , whereas the meditation group showed a larger effect size for positive states of mind than relaxation ( Cohen ’s d=.71 and .25 , respectively ) . The meditation group also demonstrated significant pre-post decreases in both distractive and ruminative thoughts/behaviors compared with the control group ( p<.04 in all cases ; Cohen ’s d=.57 for rumination and .25 for distraction for the meditation group ) , with mediation models suggesting that mindfulness meditation ’s effects on reducing distress were partially mediated by reducing rumination . No significant effects were found for spiritual experience . Conclusions : The data suggest that compared with a no-treatment control , brief training in mindfulness meditation or somatic relaxation reduces distress and improves positive mood states . However , mindfulness meditation may be specific in its ability to reduce distractive and ruminative thoughts and behaviors , and this ability may provide a unique mechanism by which mindfulness meditation reduces distress BACKGROUND The current study investigated the efficacy of two brief intervention programs-biofeedback and mindfulness meditation-on levels of state anxiety and perceived stress in second-year Thai nursing students as they began clinical training . METHOD Eighty-nine participants from a public nursing college in Thail and were r and omly assigned to one of three groups : biofeedback group , mindfulness meditation group , or a control group . All participants were given pre- and postintervention surveys , which included demographic information ; the State-Trait Anxiety Inventory ( State Anxiety Scale ) ; and the Perceived Stress Scale . RESULTS Findings indicated that biofeedback significantly reduced anxiety and maintained stress levels in nursing students . Mindfulness meditation similarly decreased anxiety levels , while also significantly lowering stress levels . The biofeedback group exhibited significant reduction in anxiety levels among the three groups at postintervention . CONCLUSION Despite stressors and dem and s nursing students experience as they begin clinical practice , study findings support the use of biofeedback and mindfulness meditation interventions to assist nursing students in managing stress and anxiety This r and omized clinical trial replicated the efficacy of the ePREP preventive intervention for mental health and relationship relevant outcomes in a sample of 77 college students . It extended previous research by demonstrating efficacy at a 10-month follow up . Participants in the ePREP condition experienced improved mental health and relationship relevant outcomes relative to those who received a placebo intervention . The impact of the ePREP intervention on these outcomes was durable to relationship dissolution with and without repartnering . The flexibility of this intervention empowers it to overcome key obstacles in the dissemination of relationship education BACKGROUND Early-career burnout among nurses can influence health and professional development , as well as quality of care . However , the prospect i ve occupational consequences of study burnout have not previously been investigated in a national sample using a longitudinal design . OBJECTIVES To prospect ively monitor study burnout for a national sample of nursing students during their years in higher education and at follow-up 1 year post graduation . Further , to relate the possible development of study burnout to prospect i ve health and life outcomes , as well as student and occupational outcomes . DESIGN A longitudinal cohort of Swedish nursing students ( within the population -based LANE ( Longitudinal Analysis of Nursing Education/Entry ) study ) from all sites of education in Sweden was surveyed annually . Data were collected at four points in time over 4 years : three times during higher education and 1 year post graduation . PARTICIPANTS : A longitudinal sample of 1702 respondents was prospect ively followed from late autumn 2002 to spring 2006 . METHODS Mean level changes of study burnout ( as measured by the Oldenburg Burnout Inventory , i.e. the Exhaustion and Disengagement subscales ) across time , as well as prospect i ve effects of baseline study burnout and changes in study burnout levels , were estimated using Latent Growth Curve Modeling . RESULTS An increase in study burnout ( from 30 % to 41 % ) across 3 years in higher education was found , and levels of both Exhaustion and Disengagement increased significantly across the years in education ( p<0.001 ) . Baseline levels , as well as development of study burnout , predicted lower levels of in-class learner engagement and occupational preparedness in the final year . At follow-up 1 year post graduation , earlier development of study burnout was related to lower mastery of occupational tasks , less research utilization in everyday clinical practice and higher turnover intentions . CONCLUSIONS The results suggest that study burnout may have interfered with learning and psychological well-being . Aspects related to work skills and intention to leave the profession were also affected . Thus , burnout development during higher education may be an important concern , and effective preventive measures to counteract burnout development may be necessary already at the outset of nursing education The goal of this study was to assess the feasibility and effectiveness of a theory-based online intervention design ed to improve stress management in undergraduate students . The intervention focused on present control because it has been found to be associated with a range of positive outcomes , including lower levels of depression , anxiety , and stress , controlling for a range of other variables ( e.g. , Frazier et al. , 2011 , 2012 ) . Two pilot studies were first conducted to confirm that our intervention could increase present control . We then r and omly assigned psychology students ( n = 292 ) who were prescreened to have lower scores on the present control subscale of the Perceived Control Over Stressful Events Scale ( Frazier et al. , 2011 ) to 1 of 3 conditions : the present control intervention , the present control intervention plus feedback , and stress-information only . Seventy-six percent ( n = 223 ) began the intervention , and 87 % ( n = 195 ) of those completed the posttest and 3-week follow-up . The 2 present control intervention groups had lower levels of stress , depression , and anxiety symptoms ( on the Depression Anxiety Stress Scales ; Lovibond & Lovibond , 1995 ) and perceived stress ( on the Perceived Stress Scale ; Cohen , Kamarck , & Mermelstein , 1983 ) relative to the stress-information-only group at posttest and 3-week follow-up ( mean between group d at follow-up = .35 , mean within group d for intervention groups at follow-up = -.46 ) . Further , mediation analyses revealed that these effects were mediated by changes in present control . Our intervention represents a potentially valuable tool for college mental health services BACKGROUND Previous studies suggested that mindfulness meditation effectively reduced stress-related anxiety and depression symptoms , but no research has evaluated the efficacy of mindfulness meditation in nurses and nursing students in China . OBJECTIVES To evaluate the effects of brief mindfulness meditation on the anxiety and depression symptoms and autonomic nervous system activity in Chinese nursing students . DESIGN A r and omized controlled trial . SETTING A medical university in Guangzhou , China . PARTICIPANTS One hundred and five nursing students were r and omly approached by email and seventy-two responded . Sixty recruited students were r and omized into meditation and  control group ( n=30 each ) after screening and exclusion due to factors known to influence mood ratings and autonomic nervous system measures . METHODS The meditation group performed mindfulness meditation 30 min daily for 7 consecutive days . The control group received no intervention except pre-post treatment measurements . The Self-Rating Anxiety Scale and Self-Rating Depression Scale were administered to participants , and heart rate and blood pressure were measured . Pre- and post-treatment data were analyzed using repeated- measures analysis of variance . RESULTS Differences between pre- and post-treatment Self-Rating Anxiety Scale scores were significantly larger in the meditation group than in the control group , but no similar effect was observed for Self-Rating Depression Scale scores . Systolic blood pressure was reduced more after the intervention in the meditation group than in the control group , with an average reduction of 2.2 mmHg . A moderate level of anxiety was associated with the maximum meditation effect . CONCLUSIONS Brief mindfulness meditation was beneficial for Chinese nursing students in reducing anxiety symptoms and lowering systolic blood pressure . Individuals with moderate anxiety are most likely to benefit from a short-term mindfulness meditation program The inability to cope successfully with the enormous stress of medical education may lead to a cascade of consequences at both a personal and professional level . The present study examined the short-term effects of an 8-week meditation-based stress reduction intervention on premedical and medical students using a well-controlled statistical design . Findings indicate that participation in the intervention can effectively ( 1 ) reduce self-reported state and trait anxiety , ( 2 ) reduce reports of overall psychological distress including depression , ( 3 ) increase scores on overall empathy levels , and ( 4 ) increase scores on a measure of spiritual experiences assessed at termination of intervention . These results ( 5 ) replicated in the wait-list control group , ( 6 ) held across different experiments , and ( 7 ) were observed during the exam period . Future research should address potential long-term effects of mindfulness training for medical and premedical students Background Psychological distress is well-documented worldwide among medical and dental students . Few studies have assessed the impact of self-development coaching programs on the  students ’ psychological health .  The aim of the study was to evaluate the effect of a self-development coaching programme on the psychological health and academic performance of pre clinical medical and dental students at Umm Al-Qura University , Saudi Arabia . Methods Four-hundred and twenty-two participants ( n = 422 , 20–22 years ) fulfilled the study requirements and were invited into a parallel-r and omised controlled trial that was partially blinded . Participants were stratified by faculty , gender , and academic year , and then r and omised . A total of 156 students participated in the intervention group ( IG ) and 163 students participated in the control group ( CG ) . The IG received the selfdevelopment programme , involving skills and strategies aim ed to improve students ’ psychological health and academic performance , through a two-day workshop . Meanwhile , the CG attended an active placebo programme focussing on theoretical information that was delivered through a five-hour workshop . Both programmes were conducted by the same presenter during Week 1 of the second semester of the 2012–2013 academic year . Data were gathered immediately before ( T1 ) , one week after ( T2 ) and five weeks ( T3 ) after the intervention . Psychological health was measured using the Depression Anxiety Stress Scale ( DASS-21 ) , the General Self-Efficacy ( GSE ) , and the Satisfaction With Life Scale ( SWLS ) . Academic performance was measured using students ’ academic weighted grade s ( WG ) . Student cognitive and emotional perceptions of the intervention were measured using the Credibility/Expectancy Question naire ( CEQ ) . Results Data from 317 students , who completed the follow ups , were analysed across the three time periods ( IG , n = 
    Output:
    
Evidence suggests that cognitive-behavioural , relaxation and mindfulness interventions may support health professional student mental health .