Facilitators, Barriers, and Cultural Appropriateness of Mindfulness-Based Interventions Among Saudi Female University Students: Qualitative Study
Notice bibliographique
Résumé
Background: Mindfulness-based interventions (MBIs) have been shown to improve university students' well-being. However, previous studies have not systematically explored factors that can facilitate or hinder engagement in MBIs among Saudi university students, nor how MBIs can be culturally adapted to meet their needs. Objective: This study aimed to (1) explore the perspectives of Saudi female university students about factors influencing engagement with MBIs, (2) explore the cultural appropriateness of MBIs, and (3) systematically identify recommendations for developing a culturally appropriate MBI. Methods: A qualitative research approach was used to collect data using semistructured individual interviews and focus groups. Two established frameworks for behavioral interventions were applied to guide the interview topics and data analysis. The COM-B (Capability, Opportunity, and Motivation Domains of Behavior Change) model was applied to identify potential enablers and barriers influencing students' engagement with MBIs. The cultural adaptation framework by Bernal et al was used to explore the cultural appropriateness of MBIs. Subsequently, recommendations for developing MBIs, with a specific focus on an online version, were systematically formulated using the Theory and Techniques Tool. Data were analyzed using mixed inductive-deductive thematic analysis. Results: Fourteen Saudi female university students (mean age 24, SD 4.9 years) participated in semistructured interviews and focus groups. Numerous potential enablers and barriers to MBI engagement were identified. Factors that may influence engagement pertained to capability (variation in knowledge of mindfulness), opportunity (anticipated difficulty finding time), and motivation (variation in anticipated and experienced benefits of mindfulness). Participants also highlighted several considerations that may enhance the cultural relevance of MBIs, drawing on the cultural adaptation domains by Bernal et al. These included the importance of aligning MBIs with the local cultural context, incorporating metaphors and examples rooted in Saudi and Arab culture, and accommodating students' preferences for the duration of MBIs. Key recommendations for developing culturally appropriate MBIs for Saudi university students included providing clear information to improve understanding of mindfulness, providing practical strategies and skills to overcome barriers such as time constraints, delivering MBIs in both Arabic and English, and ensuring that MBIs' content aligns with local cultural values and contexts. Conclusions: Findings and recommendations aim to enhance the feasibility, acceptability, engagement, and effectiveness of MBIs among Saudi university students, particularly female students. However, whether they do in fact achieve these aims is unknown. Future research should endeavor to evaluate the effectiveness of proposed recommendations and explore the enablers and barriers to MBI engagement in a broader population of Saudi students.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,003 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».