Abstract
Aim: To examine the perceptions of lecturers of healthcare professions in a higher education setting on a six-week mindfulness-based equanimity intervention aimed at striking the balance between compassionate care for self and others.
Method: This qualitative study involved thematic analysis via semi-structured interviews with four participants and email feedback from a further three participants at one British university. Lecturers are from the disciplines of district nursing, tropical nursing, nursing associates and early years.
Findings: The main themes were perceived benefits, equanimity in action, perseverance, an embodied professional and overcoming and addressing barriers.
Conclusion: This study demonstrates the suitability and applicability of this mindfulness and equanimity course in a higher education setting and its transferability to the student population. The author suggests these concepts are made more explicit in mindfulness-based interventions and taught as a foundational practice for professionalism, compassion and integrated working in a variety of healthcare environments such as nursing and health and social care.