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Journal of Holistic Nursing
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The Effects of a Restorative Intervention on Undergraduate Nursing Students’ Capacity to Direct Attention

Kristen Lethbridge, R.N., M.Sc.N.

University of Western Ontario

Dawn Yankou, R.N., Ph.D.

York University

Mary-Anne Andrusyszyn, R.N., Ed.D.

University of Western Ontario

Purpose: The purpose of this study was to examine the effects of a restorative intervention on undergraduate nursing students’ capacity to direct attention. Method:Kaplan and Kaplan’s attention restoration theory, which describes and links concepts of directed attention, attention fatigue, and restorative environments, formed the theoretical basis for this research. A convenience sample consisted of 33 students randomly assigned to nonintervention and intervention groups. The intervention was a 1-hr walk in natural surroundings. Both groups completed study instruments prior to and following the intervention. Findings: Intervention group students scored higher on a measure of quality of life at posttest (p < .05). Differences in a measure of perceived attention were not observed between groups over time. Both groups improved on other measures of attention; however, the results did not provide support for the hypotheses. Conclusion: Students were a highly functioning group participating in many activities they considered restorative, prior to the study.

Key Words: attention • attention fatigue • restorative environments • undergraduate nursing students

Journal of Holistic Nursing, Vol. 23, No. 3, 329-347 (2005)
DOI: 10.1177/0898010105279610
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