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and particularly in those characterized by care and assist activities&#46; In this regard&#44; some studies have underscored the risk and relevance of burnout syndrome in the intensive care setting&#44; with prevalences among the professionals that may exceed 50&#37;&#46;<a class="elsevierStyleCrossRefs" href="#bib0215"><span class="elsevierStyleSup">2&#44;3</span></a> In view of this situation&#44; some American scientific societies in this field have developed a joint official positioning statement reviewing the diagnostic criteria&#44; prevalence&#44; causal factors and consequences of the syndrome&#44; and addressing certain interventions that could be of use in preventing and mitigating it&#46;<a class="elsevierStyleCrossRefs" href="#bib0225"><span class="elsevierStyleSup">4&#8211;6</span></a> Burnout syndrome has an impact both upon the professionals and on their capacity to adequately care and treat their patients&#46;<a class="elsevierStyleCrossRef" href="#bib0240"><span class="elsevierStyleSup">7</span></a></p><p id="par0020" class="elsevierStylePara elsevierViewall">In relation to the nursing staff in Intensive Care Units &#40;ICUs&#41;&#44; some of the circumstances of their work&#44; such as the perception of not being able to make decisions&#44; collaboration in treatments that prove futile&#44; or acting as mute witnesses of conversations dealing with complex moral decisions&#44; can give rise to symptoms consistent with burnout syndrome&#46; These symptoms are currently recognized as a consequence of additional psychosocial disorders such as moral distress &#40;the sensation that appropriate care is not being provided&#41; and compassion fatigue&#44;<a class="elsevierStyleCrossRef" href="#bib0245"><span class="elsevierStyleSup">8</span></a> which can also affect patient care and even lead to abandonment of the workplace&#46; A number of measures for dealing with this kind of situation have been evaluated&#44; with promising results&#46;<a class="elsevierStyleCrossRefs" href="#bib0250"><span class="elsevierStyleSup">9&#44;10</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">Considering the above&#44; it is necessary to adopt strategies designed to improve the work environment&#46; Such measures in first place should address the working conditions &#40;rest periods&#44; burdens&#44; remuneration&#44; healthy environment&#41;&#46; However&#44; it is also important to develop individual coping skills &#40;resilience&#44; cognitive flexibility and self-awareness&#41; in the face of stressing conditions that cause uncertainty and have a strong emotional impact&#44; and which are experienced on a daily basis in Units of this kind&#46;</p><p id="par0030" class="elsevierStylePara elsevierViewall">In this context&#44; it would be desirable for organizations to be more inclined to incorporate initiatives seeking to develop internal resources &#40;coping skills&#41; among their professionals and thus contribute to promote more mentally healthy environments&#46; Training in &#8220;mindfulness&#8221; as a personal wellbeing tool that has demonstrated its efficacy in the clinical setting&#44;<a class="elsevierStyleCrossRef" href="#bib0260"><span class="elsevierStyleSup">11</span></a> is seen as a means by which to achieve this objective in the workplace&#46; A considerable number of publications can be found on its use and effects in relation to professional activity&#46;<a class="elsevierStyleCrossRefs" href="#bib0265"><span class="elsevierStyleSup">12&#8211;14</span></a> Certain corporations&#44; such as Google&#44; the Mayo Clinic and the United States Army&#44; have described the introduction of training in mindfulness among their professionals with the aim of improving both their wellbeing and professional performance&#46;<a class="elsevierStyleCrossRef" href="#bib0280"><span class="elsevierStyleSup">15</span></a> A whole country &#40;in this case the United Kingdom&#41; has adopted the parliamentary initiative for introducing mindfulness in different spheres&#44; starting with the occupational setting &#40;Mindful at Work&#41;&#44; in the context of a broader national strategy &#40;Mindful-Nation-UK&#41;&#46; &#40;<a id="intr0010" class="elsevierStyleInterRef" href="http://www.themindfulnessinitiative.org.uk/">http&#58;&#47;&#47;www&#46;themindfulnessinitiative&#46;org&#46;uk&#47;</a>&#41;&#46;</p><p id="par0035" class="elsevierStylePara elsevierViewall">In Intensive Care Medicine&#44; some experiences have been published regarding the effectiveness of mindfulness programs in application to biological and psychological stress parameters among professionals in the ICU&#46;<a class="elsevierStyleCrossRefs" href="#bib0285"><span class="elsevierStyleSup">16&#8211;18</span></a></p><p id="par0040" class="elsevierStylePara elsevierViewall">What is mindfulness&#63; The term is associated with a Buddhist tradition&#44; and was used in 1881 for the English translation of the Hindu Pali word &#8220;sati&#8221; &#8212; a polysemic term that includes the concepts of attention&#44; comprehension and recall&#44; and which refers to a Buddhist instruction as a means for knowledge&#46; However&#44; since the mid-1980s&#44; these practices have been combined with elements of modern psychology and have been developed as a secular training&#44; unrelated to Buddhism&#44; that is the subject of scientific research&#46;<a class="elsevierStyleCrossRef" href="#bib0300"><span class="elsevierStyleSup">19</span></a> In this respect&#44; mindfulness is regarded as the capacity allowing humans to focus attention on the experience of the present moment &#40;both internally and in relation to the environment&#41; with openness&#44; curiosity&#44; acceptance and kindness&#46;<a class="elsevierStyleCrossRef" href="#bib0305"><span class="elsevierStyleSup">20</span></a> In this manner it can also be understood as a metacognitive skill&#44; a trait or attitude that we may choose to develop&#46; The term is likewise used in reference to practices for developing this skill&#46; These practices have been structured in specific programs that have demonstrated their efficacy in clinical settings for the control of stress &#8212; Mindfulness-Based Stress Reduction &#40;MBSR&#41; and Mindfulness-Based Cognitive Therapy &#40;MBCT&#41; &#8212; and for the prevention of major depression relapse&#46;<a class="elsevierStyleCrossRef" href="#bib0310"><span class="elsevierStyleSup">21</span></a></p><p id="par0045" class="elsevierStylePara elsevierViewall">No standardized mindfulness training models are available in the workplace setting&#44; and strategies characterized by variable durations and designs have been applied&#46; Most initiatives comprise 8-week physical presence interventions involving sessions of variable duration&#46; In addition to an important theoretical psychoeducational content referred to stress and emotions&#44; these interventions are implemented on a group basis&#44; dedicating time to the exchange of experiences and encouraging the subjects to conduct daily personal practices&#44; with the supply of different materials&#46;<a class="elsevierStyleCrossRefs" href="#bib0285"><span class="elsevierStyleSup">16&#44;17&#44;22</span></a> All this seeks to develop consciousness of the personal feelings&#44; emotions and physiological reactions experienced in daily life&#46; The arguments in favor of their utilization are the documented positive effects upon psychological functions such as attention &#40;by incrementing attentional efficiency&#44; stability and control&#41;&#44; cognition &#40;by increasing creativity and cognitive flexibility&#41;&#44; emotions &#40;by reducing reactivity and boosting positive emotional tone&#41; and behavior &#40;by reducing automaticity and incrementing self-regulation&#41;&#44; and physiological variables &#40;by reducing the response to stress&#41;&#46;<a class="elsevierStyleCrossRefs" href="#bib0270"><span class="elsevierStyleSup">13&#44;23&#44;24</span></a></p><p id="par0050" class="elsevierStylePara elsevierViewall">In general terms&#44; it may be affirmed that programs based on mindfulness result in modifications in participant attitude toward personal thoughts&#44; sensations and emotions&#44; as psychological changes that appear to have neuroanatomical correlates&#46;<a class="elsevierStyleCrossRefs" href="#bib0330"><span class="elsevierStyleSup">25&#44;26</span></a></p><p id="par0055" class="elsevierStylePara elsevierViewall">In the healthcare setting&#44; the application of such programs would extend beyond the individual context of the professional&#44; strengthening skills that are crucial for the therapeutic relationship&#46;<a class="elsevierStyleCrossRefs" href="#bib0340"><span class="elsevierStyleSup">27&#8211;29</span></a> A number of experiences have been carried out in Spain&#44; fundamentally in the primary care setting&#46;<a class="elsevierStyleCrossRefs" href="#bib0270"><span class="elsevierStyleSup">13&#44;14&#44;30</span></a> There have been few such initiatives in Intensive Care Medicine&#44;<a class="elsevierStyleCrossRef" href="#bib0360"><span class="elsevierStyleSup">31</span></a> though some exceptions can be cited&#46;<a class="elsevierStyleCrossRef" href="#bib0295"><span class="elsevierStyleSup">18</span></a></p><p id="par0060" class="elsevierStylePara elsevierViewall">In the context of Intensive Care Medicine&#44; which is characterized by great emotional intensity and very particular working characteristics&#44; training initiatives of this kind must be considered on an adapted basis&#46; The great rotation of professionals&#44; non-fixed work shifts&#44; working on holidays&#44; long duties for the medical staff and strong continuous training demands referred to technical skills&#44; all imply that any new intervention must be carefully thought out in order to adapt it to this special setting&#46;</p><p id="par0065" class="elsevierStylePara elsevierViewall">The present study was carried out to evaluate the effects upon burnout levels&#44; mindfulness&#44; empathy and self-compassion&#44; as well as the applicability and satisfaction&#44; of a specifically designed brief mindfulness practices program&#44; using digital supporting tools&#44; targeted to the healthcare professionals of a Department of Intensive Care Medicine &#40;DICM&#41; belonging to a tertiary hospital&#46;</p></span><span id="sec0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0110">Participants and methods</span><p id="par0070" class="elsevierStylePara elsevierViewall">A longitudinal study with an intrasubject pre&#8211;post intervention design was carried out in the medical-surgical Department of Intensive Care Medicine of a reference tertiary hospital&#46; With a capacity of up to 40 beds&#44; the Department has a staff of 26 physicians &#40;working from 8&#58;00<span class="elsevierStyleHsp" style=""></span>a&#46;m&#46; to 5&#58;00<span class="elsevierStyleHsp" style=""></span>p&#46;m&#46;&#44; with some serving as reinforcement on duty shifts&#41; and 15 residents in training in Intensive Care Medicine&#46; The nursing staff in turn comprises about 80 nurses and 50 nursing assistants &#40;distributed in two shifts of 12 daytime hours and two nighttime shifts&#44; working on alternate days&#41;&#46; The Department also has 6 orderlies and three administrative staff members&#46;</p><p id="par0075" class="elsevierStylePara elsevierViewall">A clinical session was held with all the physicians and with a nursing and nursing assistant daytime shift&#44; with the participation of a total of 53 professionals&#46; Of these&#44; 21 were physicians &#40;39&#46;6&#37;&#41;&#44; 17 were nurses &#40;32&#46;1&#37;&#41;&#44; 14 were nursing assistants &#40;NAs&#41; and one was an orderly &#40;1&#46;9&#37;&#41;&#46; The session was used to explain the practice of mindfulness&#44; its principles&#44; usefulness and scientific evidence&#44; and two brief practices were carried out&#46; The professionals were offered to participate in a study on the effect of a mindfulness training program for 8 weeks&#44; involving brief practices&#46; A total of 32 professionals voluntarily agreed to participate&#58; 8 physicians &#40;25&#46;0&#37;&#41;&#44; 13 nurses &#40;40&#46;6&#37;&#41; and 11 nursing assistants &#40;34&#46;4&#37;&#41;&#46;</p><span id="sec0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0115">Evaluation instruments and measures</span><p id="par0080" class="elsevierStylePara elsevierViewall">The variables were compiled using the following questionnaires&#58;<ul class="elsevierStyleList" id="lis0005"><li class="elsevierStyleListItem" id="lsti0005"><span class="elsevierStyleLabel">-</span><p id="par0085" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Sociodemographic and occupational data</span>&#46; Age &#40;&#8804;35&#47;36&#8211;50&#47;&#62;50 years of age&#41;&#59; gender&#59; marital status &#40;single&#47;couple&#41;&#59; number of offspring&#59; professional category &#40;physician&#47;nurse&#47;NA&#41;&#59; years working in intensive care &#40;&#60;5&#47;5&#8211;15&#47;&#62;15 years&#41;&#59; experience in mindfulness&#47;meditation &#40;yes&#47;no&#41;&#46;</p></li><li class="elsevierStyleListItem" id="lsti0010"><span class="elsevierStyleLabel">-</span><p id="par0090" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Maslach Burnout Inventory&#8212;Human Service Survey</span> &#40;MBI-HS&#41;&#46; Burnout was measured with the validated Spanish version of the MBI-HS&#46;<a class="elsevierStyleCrossRef" href="#bib0365"><span class="elsevierStyleSup">32</span></a> This is a psychological evaluation instrument comprising a series of items referred to the thoughts and feeling of an individual in relation to his or her work&#46; It measures three dimensions of the syndrome&#58; emotional exhaustion &#40;EE&#41;&#44; which refers to the loss of emotional resources in the face of work&#44; with a maximum of 54 points&#59; depersonalization &#40;DP&#41;&#44; which describes a cold or insensitive response to people whom attention is being paid to&#44; with a maximum of 30 points&#59; and personal achievement &#40;PA&#41;&#44; which describes feelings of competence and efficacy at work&#44; with a maximum score of 48&#46; There are no cut-off points for defining the presence or absence of burnout&#44; but the syndrome is defined by high emotional exhaustion and depersonalization scores&#44; and low personal achievement scores&#46;</p></li><li class="elsevierStyleListItem" id="lsti0015"><span class="elsevierStyleLabel">-</span><p id="par0095" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Five Facets of Mindfulness Questionnaire</span> &#40;FFMQ&#41;&#44; validated in Spanish&#46;<a class="elsevierStyleCrossRef" href="#bib0370"><span class="elsevierStyleSup">33</span></a> This instrument measures the general tendency to proceed with full attention in daily activity&#44; based on 5 skills or factors&#58; &#8220;Observation&#8221;&#44; which refers to the capacity to observe and attend internal and external experiences&#44; whether sensations&#44; emotions or thoughts&#59; &#8220;Description&#8221;&#44; which refers to labeling experiences with words&#59; &#8220;Acting with awareness&#8221;&#44; which describes the capacity to consciously focalize attention on each activity&#44; as opposed to acting mechanically&#59; &#8220;Non-judging of inner experience&#8221;&#44; which explores non-evaluative or judging position-taking with respect to present experiences&#59; and &#8220;Non-reactivity to inner experience&#8221;&#44; which refers to the tendency to allow feelings and emotions to flow&#44; without becoming trapped by them or rejecting them&#46; Higher scores indicate greater full awareness&#44; full attention or mindfulness&#46;</p></li><li class="elsevierStyleListItem" id="lsti0020"><span class="elsevierStyleLabel">-</span><p id="par0100" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Jefferson Empathy Scale</span>&#44; validated in Spanish&#46;<a class="elsevierStyleCrossRef" href="#bib0375"><span class="elsevierStyleSup">34</span></a> This instrument measures empathy orientation&#44; defined as the capacity to put oneself in the place of others&#46; The higher the score &#40;from 20 to 140 points&#41;&#44; the greater the empathy&#46;</p></li><li class="elsevierStyleListItem" id="lsti0025"><span class="elsevierStyleLabel">-</span><p id="par0105" class="elsevierStylePara elsevierViewall"><span class="elsevierStyleItalic">Self-Compassion Scale</span> &#40;SCS&#41;&#44; in its short 12-item version validated in Spanish&#46;<a class="elsevierStyleCrossRef" href="#bib0380"><span class="elsevierStyleSup">35</span></a> This instrument measures how the individual tends to respond to himself or herself in difficult moments&#46; It explores skills seeking to allow empathic understanding of ourselves in the face of failure or when we feel inadequate&#44; instead of resorting to self-criticism or punishment&#46; It comprises three main subscales&#58; self-kindness &#40;understood as warmth toward oneself&#41;&#59; common or shared humanity &#40;recognizing that suffering and difficulties do not only happen to us but form a common and inevitable part of human experience&#44; avoiding feelings of isolation and self-commiseration&#41;&#59; and mindfulness &#40;which in this subscale refers to a concept close to decentering&#44; as the capacity to experience painful thoughts and emotions in a balanced manner without over-identification of oneself or trying to avoid or deny them&#41;&#46;</p></li></ul></p></span><span id="sec0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0120">Description of the intervention</span><p id="par0110" class="elsevierStylePara elsevierViewall">A clinical session was used to explain the practice of mindfulness&#44; its principles&#44; usefulness and scientific evidence&#44; and two brief practices were carried out&#46; The data compilation questionnaires and psychometric tests were previously distributed among the participants&#44; guaranteeing anonymity and confidentiality&#46;</p><p id="par0115" class="elsevierStylePara elsevierViewall">At the end of the session the participants expressed their wish to participate or not in the 8-week training program&#46; Those who agreed to participate were required to form part of a WhatsApp group and to receive information via e-mail&#46;</p><p id="par0120" class="elsevierStylePara elsevierViewall">The intervention program consisted of short &#40;5&#8211;8<span class="elsevierStyleHsp" style=""></span>min&#41; practices in the course of 8 weeks&#46; The initial clinical session and conduction of the practices were carried out by a physician of the Department holding a Master in Mindfulness&#44; Meditation and Relaxation from the University of Barcelona &#40;Spain&#41;&#46; On Monday of each week&#44; the participants received a text file via WhatsApp&#44; explaining the exercise&#44; and an audio file that could be used for guided meditation&#46; A practice guide was provided to record participation as a self-reporting method&#46; Each day the participants received a practice reminding message in the form of a motivating phrase&#44; image or video&#44; referred to the subject to be treated during that week&#46;</p><p id="par0125" class="elsevierStylePara elsevierViewall">The program was designed to allow individual training&#44; choosing the best moment and encouraging the participants to perform the exercise at least once a day&#46; No group practices were formally contemplated&#46; Doubts or queries were resolved informally&#44; since the instructor was a staff member of the Department&#46; Meetings for joint practices proved occasionally possible&#46;</p><p id="par0130" class="elsevierStylePara elsevierViewall">The practices proposed in the different sessions are detailed in <a class="elsevierStyleCrossRef" href="#tbl0005">Table 1</a>&#46;</p><elsevierMultimedia ident="tbl0005"></elsevierMultimedia></span><span id="sec0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0125">Data analysis</span><p id="par0135" class="elsevierStylePara elsevierViewall">The sample description was based on the categorical and quantitative demographic and occupational parameters&#46; Categorical variables were reported as absolute frequencies and proportions&#44; while quantitative variables were reported as the median and percentiles 25&#8211;75&#46; These variables and the results of the questionnaires were stratified by groups according to whether the program was completed or not&#46; Statistically significant differences between results were explored&#46;</p><p id="par0140" class="elsevierStylePara elsevierViewall">The questionnaires were again administered after the end of the program&#46; An intrasubject pre&#8211;post intervention analysis was made of the magnitude of change in measures&#46; In view of the size of the sample&#44; normal data distribution was assumed&#44; with application of the Student <span class="elsevierStyleItalic">t</span>-test and Fisher exact test&#44; and calculation of the difference of means&#44; confidence interval and degree of statistical significance&#46; For each subgroup of the variable &#8220;professional category&#8221;&#44; we performed a pre&#8211;post intervention analysis of the difference in intrasubject questionnaire results&#46; The nonparametric Wilcoxon test was used in view of the small size of the subgroups&#46;</p><p id="par0145" class="elsevierStylePara elsevierViewall">Statistically significant differences were defined with a 95&#37; confidence interval when not including the value 0&#44; and with a level of significance of <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#8804;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#46;</p><p id="par0150" class="elsevierStylePara elsevierViewall">The IBM SPSS version 20 and STATA version 14 statistical packages were used throughout&#46;</p></span></span><span id="sec0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0130">Results</span><p id="par0155" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#tbl0010">Table 2</a> describes the sociodemographic and occupational characteristics of the participants and non-participants&#46;</p><elsevierMultimedia ident="tbl0010"></elsevierMultimedia><p id="par0160" class="elsevierStylePara elsevierViewall">Most of the participants were women &#40;84&#46;4&#37;&#41;&#59; 96&#46;9&#37; were over 35 years old&#59; 64&#46;5&#37; lived as a couple with a median of 1&#46;5 offspring&#59; and 65&#46;6&#37; had been working in intensive care for over 15 years&#46; The sample distribution according to professional category was&#58; nurses 40&#46;6&#37;&#44; nursing assistants 34&#46;4&#37; and physicians 25&#46;0&#37;&#46; The majority &#40;81&#46;3&#37;&#41; claimed to have no prior experience with mindfulness&#46; In this respect&#44; &#8220;prior experience&#8221; was understood as having heard about the concept of mindfulness&#46; None of the subjects had practiced mindfulness before&#46;</p><p id="par0165" class="elsevierStylePara elsevierViewall">The 21 subjects that declined to participate were predominantly over 35 years of age &#40;66&#46;6&#37;&#41;&#59; 52&#46;4&#37; were women&#59; 85&#46;7&#37; lived as a couple&#59; 61&#46;9&#37; were physicians&#59; and 28&#46;6&#37; had been working in intensive care for less than 5 years&#46; None of them reported any prior experience with mindfulness&#46;</p><p id="par0170" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#tbl0015">Table 3</a> shows the questionnaire scores stratified between participants and non-participants in the mindfulness program&#46;</p><elsevierMultimedia ident="tbl0015"></elsevierMultimedia><p id="par0175" class="elsevierStylePara elsevierViewall">There were no significant differences in any of the questionnaires or in any of the sub-factors of the psychometric variables between the participants and non-participants&#46;</p><p id="par0180" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#fig0005">Fig&#46; 1</a> shows the pre&#8211;post program differences of the means corresponding to the scores of the questionnaires and the 95&#37; confidence interval &#40;95&#37;CI&#41;&#46;</p><elsevierMultimedia ident="fig0005"></elsevierMultimedia><p id="par0185" class="elsevierStylePara elsevierViewall"><a class="elsevierStyleCrossRef" href="#fig0010">Fig&#46; 2</a> in turn shows the mean scores of the different questionnaires applied before and after the intervention&#44; with the statistical significances of the differences between them&#46;</p><elsevierMultimedia ident="fig0010"></elsevierMultimedia><p id="par0190" class="elsevierStylePara elsevierViewall">The results of the MBI-HS&#44; which assesses burnout based on three dimensions of the syndrome &#40;emotional exhaustion&#44; depersonalization and personal achievement&#41;&#44; differed according to the dimension considered&#46; Following the intervention&#44; a positive effect was observed in relation to &#8220;emotional exhaustion&#8221; for the global subjects &#40;difference in mean &#8722;3&#46;78 points&#41;&#46; In the case of the dimension &#8220;personal achievement&#8221;&#44; the positive effect only reached statistical significance among the physicians&#46;</p><p id="par0195" class="elsevierStylePara elsevierViewall">The assessment of mindfulness&#44; or full attention&#44; based on the FFMQ showed no global pre&#8211;post program modifications&#46; However&#44; on separately analyzing the different subscales&#44; four of the five facets of the FFMQ did show significant variations following the intervention&#46; No significant global changes were observed because the variations of the individual facets were of opposite sign&#46; In effect&#44; the scores corresponding to &#8220;Observation&#8221; and &#8220;Non-reactivity to inner experience&#8221; were seen to increase&#44; while those corresponding to &#8220;Acting with awareness&#8221; and &#8220;Non-judging of inner experience&#8221; decreased&#46;</p><p id="par0200" class="elsevierStylePara elsevierViewall">The Jefferson Empathy Scale showed no significant global changes as a result of the program&#46;</p><p id="par0205" class="elsevierStylePara elsevierViewall">The global scores of the Self-Compassion Scale were seen to increase significantly as a result of the intervention&#46; Although on average all the professional categories showed an increase in self-compassion&#44; statistical significance was only reached among the physicians&#46; The separate analysis of the three main subscales also revealed a significant post-program increase&#46; The factor with the greatest increase was &#8220;common or shared humanity&#8221;&#46; In terms of the professional categories&#44; the physicians showed a significant increase in the score corresponding to &#8220;self-compassion&#47;self-kindness&#8221; and &#8220;common or shared humanity&#8221;&#44; while the nursing assistants showed a significant increase in &#8220;mindfulness&#8221;&#46;</p></span><span id="sec0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0135">Discussion</span><p id="par0210" class="elsevierStylePara elsevierViewall">Professionals involved in areas of high-intensity care such as the ICU may be particularly vulnerable to burnout&#44; and the strategies used to deal with the problem must be adapted to the peculiarities of work in this environment&#44; without consuming too much time in continuous or ongoing training or in terms of working hours lost&#46; The initiative must be adapted to the great rotation of professionals&#44; variable resting periods and long duties characterizing this particular occupational scenario&#46; Furthermore&#44; such a proposal offered from the workplace should not be experienced as something that reduces off-work resting time&#46; The present study describes the first reported intervention of this kind in a medical-surgical ICU of a reference tertiary university hospital with a very large staff&#44; adapted to all the professional categories&#44; and generating a program practice community on a virtual basis &#40;WhatsApp group&#41;&#46;</p><p id="par0215" class="elsevierStylePara elsevierViewall">Mindfulness programs are usually physical presence interventions involving group sessions with a duration of about 2&#46;5<span class="elsevierStyleHsp" style=""></span>h&#46; They are also characterized by a significant psychoeducational content referred to stress and emotions&#46; The novelty of our program is that it has little physical presence activity and few joint practices&#44; scarce theoretical psychoeducational content&#44; and offers complete flexibility for the participants in performing the practices&#46; The proposed practices over a period of 8 weeks were relatively brief&#46; However&#44; vehiculization of the proposals and reminders through the creation of a WhatsApp group generated a virtual community in which the participants could share their mindfulness experiences with each other and with the instructor &#40;one of the Department staff members&#41;&#46; The participants were very satisfied with this program format&#44; its design and duration&#44; and with the proposals and quality of the materials&#44; and most of them expressed a desire to further their training in mindfulness&#44; with the purpose of applying it to both their personal and professional lives&#46; Although the classical format establishes a duration of 8 weeks&#44; it is becoming apparent that shorter interventions may prove equally effective in nonclinical contexts&#46;<a class="elsevierStyleCrossRef" href="#bib0325"><span class="elsevierStyleSup">24</span></a> In our particular work setting it would be interesting to evaluate such briefer initiatives in future to see whether the same results can be obtained&#46; On the other hand&#44; the generative practices &#40;working with difficult emotions and self-compassion&#41; were seen to pose the greatest difficulties&#46; This may be because these concepts are not so well known and must be addressed more in depth before these practices are started&#46; Ways to address this issue need to be explored in future&#46;</p><p id="par0220" class="elsevierStylePara elsevierViewall">The participants were predominantly women&#44; as would be expected from the strong female presence in the nursing and nursing assistant professions&#46; Of note is the lack of participation on the part of the younger members of the Department&#46; The concrete reasons for this are not clear&#46; Nevertheless&#44; there were no significant differences in the psychometric parameters between those who decided to participate in the program and those who did not&#46;</p><p id="par0225" class="elsevierStylePara elsevierViewall">The results of this research study supports the applicability of mindfulness as a strategy for reducing those factors that can influence the development of burnout in healthcare professionals&#44;<a class="elsevierStyleCrossRefs" href="#bib0270"><span class="elsevierStyleSup">13&#44;14&#44;30</span></a> and also in the concrete field of Intensive Care Medicine&#46;<a class="elsevierStyleCrossRefs" href="#bib0295"><span class="elsevierStyleSup">18&#44;31</span></a> Although the prior burnout rates in our population were low &#40;moderate emotional exhaustion&#44; very low depersonalization and moderate personal achievement&#41;&#44; the emotional exhaustion scores were seen to decrease after the intervention&#46;</p><p id="par0230" class="elsevierStylePara elsevierViewall">On the other hand&#44; brief practices have been used to develop a strategy that appears to be promising&#44; and which has already produced evidence of benefit in healthcare professionals&#46;<a class="elsevierStyleCrossRef" href="#bib0385"><span class="elsevierStyleSup">36</span></a></p><p id="par0235" class="elsevierStylePara elsevierViewall">In relation to the effects of the program upon the variables referred to burnout&#44; the factor seen to experience statistically significant improvement as a result of the program was emotional exhaustion in the global participants&#46; This observation is consistent with the data found in the literature&#44; where emotional exhaustion is regarded as the core dimension of burnout syndrome&#46;<a class="elsevierStyleCrossRef" href="#bib0390"><span class="elsevierStyleSup">37</span></a> The emotional exhaustion levels were moderate at baseline and were seen to decrease after the intervention&#46; Of note in our population is the fact that depersonalization was already very low at baseline&#44; and consequently implementation of the program was unlikely to improve this parameter any further&#46; On the other hand&#44; the personal achievement levels were intermediate&#46;</p><p id="par0240" class="elsevierStylePara elsevierViewall">Our program had no effect upon the levels of mindfulness as measured with the FFMQ&#46; There were significant variations in four of the five facets of this instrument&#44; but the fact that the variations were of opposite sign implied that there were no significant global changes as a result of the intervention&#46; Specifically&#44; the scores corresponding to &#8220;Observation&#8221; and &#8220;Non-reactivity to inner experience&#8221; were seen to clearly increase&#44; while those corresponding to &#8220;Acting with awareness&#8221; and &#8220;Non-judging of inner experience&#8221; decreased&#46; We postulate that a program of this kind may produce an &#8220;awareness effect&#8221; referred to personal ways of acting&#44; thereby making it easier to detect moments in which less attention is being paid&#44; while &#8220;non-judging&#8221; proves more difficult&#46; This aspect of our pilot study should be considered and explained in the initial instructions and in the different practices&#46;</p><p id="par0245" class="elsevierStylePara elsevierViewall">No effect upon empathy was observed&#46; A possible explanation for this may be the measuring scale itself&#44; though the previous empathy levels in our study sample were most likely already high&#46; This is consistent with the observations of Amutio et al&#46;<a class="elsevierStyleCrossRef" href="#bib0320"><span class="elsevierStyleSup">23</span></a> and Galantino et al&#46;&#44;<a class="elsevierStyleCrossRef" href="#bib0395"><span class="elsevierStyleSup">38</span></a> who likewise found no significant differences in the variable empathy among healthcare professionals after 8 weeks of training&#46;</p><p id="par0250" class="elsevierStylePara elsevierViewall">However&#44; we did detect an impact upon self-compassion&#44; which showed a significant increase&#44; in concordance with the observations of Demarzo et al&#46;<a class="elsevierStyleCrossRef" href="#bib0325"><span class="elsevierStyleSup">24</span></a></p><p id="par0255" class="elsevierStylePara elsevierViewall">The described intervention could influence emotional exhaustion and its repercussions upon the stress to which these professionals are susceptible&#46;<a class="elsevierStyleCrossRef" href="#bib0400"><span class="elsevierStyleSup">39</span></a> Our study demonstrates the usefulness of practicing mindfulness among ICU professionals&#44; particularly as regards the reduction of emotional exhaustion and increase in self-compassion&#46; It would be interesting for future studies to investigate whether the increase in self-compassion can act as a mediating factor of the positive effects of mindfulness upon emotional exhaustion&#44; and to explore the possible undesirable effects of these interventions&#46;<a class="elsevierStyleCrossRef" href="#bib0405"><span class="elsevierStyleSup">40</span></a></p><p id="par0260" class="elsevierStylePara elsevierViewall">Our study has some limitations&#46; Its empirical validity is limited by the lack of a control group&#46; Furthermore&#44; since the participants constituted an incidental group&#44; some bias was introduced by their interest in the study subject &#8212; with some participants already knowing things about the practices before they were actually carried out&#46;</p><p id="par0265" class="elsevierStylePara elsevierViewall">Nevertheless&#44; in global terms&#44; the psychometric tests performed showed no significant baseline differences between the participants and the non-participants&#46; On the other hand&#44; since the practices were not recorded&#44; we cannot rate commitment on the part of the participants&#46; On an informal basis&#44; two-thirds of them claimed to have largely followed the practices as proposed&#46; However&#44; we were unable to quantify dedication&#44; which is a significant conditioning factor of the effectiveness of the intervention&#46;<a class="elsevierStyleCrossRef" href="#bib0410"><span class="elsevierStyleSup">41</span></a></p><p id="par0270" class="elsevierStylePara elsevierViewall">The impact which this intervention may have over the long term is not clear&#44; though it is encouraging that the program encouraged the participants to learn more and practice mindfulness&#46; Given the mentioned limitations&#44; future randomized controlled studies with larger sample sizes are needed&#46;</p></span><span id="sec0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0140">Conclusions</span><p id="par0275" class="elsevierStylePara elsevierViewall">A brief and personal practice-based mindfulness training program supported by the creation of a WhatsApp virtual community group among healthcare professionals belonging to a Department of Intensive Care Medicine has demonstrated psychological and cognitive effects that may afford wellbeing and have an impact upon burnout by reducing emotional exhaustion and incrementing self-compassion&#46; All this in turn may result in improved quality patient care&#46;</p></span><span id="sec0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0145">Authorship</span><p id="par0280" class="elsevierStylePara elsevierViewall">The contributions of the authors were as follows&#58;<ul class="elsevierStyleList" id="lis0010"><li class="elsevierStyleListItem" id="lsti0030"><span class="elsevierStyleLabel">&#8226;</span><p id="par0285" class="elsevierStylePara elsevierViewall">Study conception and design&#58; R&#46;M&#46; Gracia&#44; J&#46;M&#46; Ferrer&#46;</p></li><li class="elsevierStyleListItem" id="lsti0035"><span class="elsevierStyleLabel">&#8226;</span><p id="par0290" class="elsevierStylePara elsevierViewall">Data compilation&#44; analysis and interpretation&#58; R&#46;M&#46; Gracia&#44; J&#46;M&#46; Ferrer&#44; A&#46; Ayora&#44; M&#46; Alonso&#46;</p></li><li class="elsevierStyleListItem" id="lsti0040"><span class="elsevierStyleLabel">&#8226;</span><p id="par0295" class="elsevierStylePara elsevierViewall">Drafting of the manuscript&#58; R&#46;M&#46; Gracia&#44; J&#46;M&#46; Ferrer&#44; M&#46; Alonso&#46;</p></li><li class="elsevierStyleListItem" id="lsti0045"><span class="elsevierStyleLabel">&#8226;</span><p id="par0300" class="elsevierStylePara elsevierViewall">Critical review of important parts of the intellectual content&#58; R&#46;M&#46; Gracia&#44; J&#46;M&#46; Ferrer&#44; A&#46; Ayora&#44; M&#46; Alonso&#44; A&#46; Amutio&#44; R&#46; Ferrer&#46;</p></li><li class="elsevierStyleListItem" id="lsti0050"><span class="elsevierStyleLabel">&#8226;</span><p id="par0305" class="elsevierStylePara elsevierViewall">Approval of the final manuscript version for publication&#58; R&#46;M&#46; Gracia&#44; J&#46;M&#46; Ferrer&#44; A&#46; Ayora&#44; M&#46; Alonso&#44; A&#46; Amutio&#44; R&#46; Ferrer&#46;</p></li></ul></p></span><span id="sec0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0150">Conflicts of interest</span><p id="par0310" class="elsevierStylePara elsevierViewall">The authors declare that they have no conflicts of interest&#46;</p></span></span>"
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        "resumen" => "<span id="abst0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0010">Objective</span><p id="spar0005" class="elsevierStyleSimplePara elsevierViewall">To evaluate the effect of a mindfulness training program on the levels of burnout&#44; mindfulness&#44; empathy and self-compassion among healthcare professionals in an Intensive Care Unit of a tertiary hospital&#46;</p></span> <span id="abst0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0015">Design</span><p id="spar0010" class="elsevierStyleSimplePara elsevierViewall">A longitudinal study with an intrasubject pre&#8211;post intervention design was carried out&#46;</p></span> <span id="abst0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0020">Setting</span><p id="spar0015" class="elsevierStyleSimplePara elsevierViewall">Intensive Care Unit of a tertiary hospital&#46;</p></span> <span id="abst0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0025">Participants</span><p id="spar0020" class="elsevierStyleSimplePara elsevierViewall">A total of 32 subjects &#40;physicians&#44; nurses and nursing assistants&#41; participated in the study&#46;</p></span> <span id="abst0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0030">Intervention</span><p id="spar0025" class="elsevierStyleSimplePara elsevierViewall">A clinical session&#47;workshop was held on the practice of mindfulness and its usefulness&#46; The possibility of following an 8-week training program with specifically designed short guided practices supported by a virtual community based on a WhatsApp group was offered&#46; A weekly proposal in audio and text format and daily reminders with stimulating messages of practice were sent&#46;</p></span> <span id="abst0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0035">Main measurements</span><p id="spar0030" class="elsevierStyleSimplePara elsevierViewall">Various psychometric measures were self-reported&#58; burnout &#40;MBI&#41;&#44; mindfulness &#40;FFMQ&#41;&#44; empathy &#40;Jefferson&#41; and self-compassion &#40;SCS&#41;&#44; before and after the training program&#46; Demographic and workplace variables were also compiled&#46;</p></span> <span id="abst0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0040">Results</span><p id="spar0035" class="elsevierStyleSimplePara elsevierViewall">Among the factors affecting <span class="elsevierStyleItalic">burnout</span>&#44; the level of emotional exhaustion decreased &#40;&#8722;3&#46;78 points&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;012&#41;&#44; mindfulness levels measured by the FFMQ were not globally modified&#44; though &#8220;observation&#8221; and &#8220;non-reacting&#8221; factors increased&#46; Empathy was not modified&#44; and self-compassion levels increased &#40;3&#46;7 points&#59; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#46;001&#41;&#46; Satisfaction and program adherence levels were very high&#46;</p></span> <span id="abst0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0045">Conclusions</span><p id="spar0040" class="elsevierStyleSimplePara elsevierViewall">In the population described&#44; this program showed a decrease in emotional exhaustion and an increase in self-compassion &#8212; these being factors that can produce well-being and exert a positive impact upon burnout in this vulnerable group&#46;</p></span>"
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        "resumen" => "<span id="abst0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0055">Objetivo</span><p id="spar0045" class="elsevierStyleSimplePara elsevierViewall">Evaluar el efecto de un programa de entrenamiento en <span class="elsevierStyleItalic">mindfulness</span> sobre el <span class="elsevierStyleItalic">burnout</span>&#44; el <span class="elsevierStyleItalic">mindfulness</span>&#44; la empat&#237;a y la autocompasi&#243;n en profesionales de la salud de un servicio de medicina intensiva de un hospital terciario&#46;</p></span> <span id="abst0050" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0060">Dise&#241;o</span><p id="spar0050" class="elsevierStyleSimplePara elsevierViewall">Estudio longitudinal de dise&#241;o intrasujeto pre-post intervenci&#243;n&#46;</p></span> <span id="abst0055" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0065">&#193;mbito</span><p id="spar0055" class="elsevierStyleSimplePara elsevierViewall">Servicio de medicina intensiva de un hospital de tercer nivel de referencia&#46;</p></span> <span id="abst0060" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0070">Participantes</span><p id="spar0060" class="elsevierStyleSimplePara elsevierViewall">Treinta y dos participantes &#40;m&#233;dicos&#44; enfermeras y t&#233;cnicos auxiliares de enfermer&#237;a&#41;&#46;</p></span> <span id="abst0065" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0075">Intervenci&#243;n</span><p id="spar0065" class="elsevierStyleSimplePara elsevierViewall">Se present&#243; la intervenci&#243;n en forma de sesi&#243;n cl&#237;nica&#47;taller acerca de la pr&#225;ctica de <span class="elsevierStyleItalic">mindfulness</span> y sus utilidades&#46; Se ofreci&#243; la posibilidad de seguir un programa de entrenamiento de 8 semanas en pr&#225;cticas breves guiadas dise&#241;ado espec&#237;ficamente y creando una comunidad virtual mediante un grupo de WhatsApp&#46; Se envi&#243; una propuesta semanal en formato audio y texto y recordatorios diarios y mensajes estimulantes de la pr&#225;ctica&#46;</p></span> <span id="abst0070" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0080">Variables principales</span><p id="spar0070" class="elsevierStyleSimplePara elsevierViewall">Se realizaron distintas mediciones psicom&#233;tricas mediante autocuestionarios&#58; <span class="elsevierStyleItalic">Burnout</span> &#40;MBI&#41;&#44; <span class="elsevierStyleItalic">mindfulness</span> &#40;FFMQ&#41;&#44; empat&#237;a &#40;Jefferson&#41; y autocompasi&#243;n &#40;SCS&#41; antes y despu&#233;s del seguimiento del programa y variables sociodemogr&#225;ficas y laborales&#46;</p></span> <span id="abst0075" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0085">Resultados</span><p id="spar0075" class="elsevierStyleSimplePara elsevierViewall">En los factores que inciden sobre el <span class="elsevierStyleItalic">burnout</span> disminuy&#243; el nivel de cansancio emocional &#40;&#8722;3&#44;78 puntos&#44; p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;012&#41;&#46; Los niveles de <span class="elsevierStyleItalic">mindfulness</span> mediante FFMQ no se modificaron globalmente&#44; aunque aumentaron los factores &#171;observaci&#243;n&#187; y &#171;ausencia de reactividad&#187;&#46; La empat&#237;a no se vio modificada y se incrementaron los niveles de autocompasi&#243;n &#40;3&#44;7 puntos&#44; p<span class="elsevierStyleHsp" style=""></span>&#61;<span class="elsevierStyleHsp" style=""></span>0&#44;001&#41;&#46; Los niveles de satisfacci&#243;n y seguimiento del programa fueron muy altos&#46;</p></span> <span id="abst0080" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="sect0090">Conclusiones</span><p id="spar0080" class="elsevierStyleSimplePara elsevierViewall">Este programa&#44; en la poblaci&#243;n descrita&#44; mostr&#243; un descenso del cansancio emocional y un aumento de la autocompasi&#243;n&#44; factores que pueden producir bienestar e incidir en el <span class="elsevierStyleItalic">burnout</span> de este colectivo vulnerable&#46;</p></span>"
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          "en" => "<p id="spar0090" class="elsevierStyleSimplePara elsevierViewall">Mean pre&#8211;post intervention scores of the scales and subscales&#44; and degree of statistical significance&#46;</p> <p id="spar0095" class="elsevierStyleSimplePara elsevierViewall">&#42;Statistical significance&#58; <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>&#60;<span class="elsevierStyleHsp" style=""></span>0&#46;05&#46;</p>"
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        "tipo" => "MULTIMEDIATABLA"
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                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Session&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Objectives&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Contents&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Practices&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">1&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Theoretical and practical introduction to mindfulness&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Theoretical principles<br>&#8226; Origins and bases<br>&#8226; Postures<br>&#8226; Scope of application<br>&#8226; Experiences&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Three-minute practice<br>&#8226; &#8220;Raisin&#8221; exercise&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">2&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Formal practices I Knowing attention and internal anchoring in breathing&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Knowing attention anchoring<br>&#8226; Knowing internal anchoring&#58; breathing<br>&#8226; Symbolism of anchoring in breathing&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Attention to breathing&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">3&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Formal practices II Attention to the body&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Knowing the body full attention technique<br>&#8226; Body perception<br>&#8226; Effect of body posture upon sensations<br>&#8226; Opening and acceptance culture&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Body scan&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">4&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Formal practices III Attention to thoughts&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Curiosity&#44; non-judging and acceptance attitudes<br>&#8226; Cognitive techniques of use in working attention to thought&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Insight meditation or attention to thoughts&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">5&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Informal practices&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Knowing the possibility of taking attention to daily life<br>&#8226; Feeling in each action&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Attention to daily life&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">6&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Knowing techniques in movement&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Conscious movement<br>&#8226; Observation of body tone and breathing during movement&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; 10 full consciousness movements&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">7&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Knowing the potential in emotional regulation&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Valence and degree of activation of emotions<br>&#8226; Generative practices I&#58; de-identification with emotions&#44; decentering&#44; change in perspective of oneself<br>&#8226; Cognitive techniques of use in working with emotions&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Attention to difficult emotions&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="4" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " align="char" valign="top">8&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">Introduction to compassion&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; Definition of compassion<br>&#8226; Generative practices II&#58; values of safety&#44; strength&#44; common or shared humanity&#44; interdependence&#44; kindness&#44; commitment&#44; intentionality&#44; optimism&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="left" valign="top">&#8226; <span class="elsevierStyleItalic">Tonglen</span> with oneself&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr></tbody></table>
                  """
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          "en" => "<p id="spar0100" class="elsevierStyleSimplePara elsevierViewall">Program structure and contents&#46;</p>"
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        "etiqueta" => "Table 2"
        "tipo" => "MULTIMEDIATABLA"
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            "identificador" => "at2"
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                0 => """
                  <table border="0" frame="\n
                  \t\t\t\t\tvoid\n
                  \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Non-participating group&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col" style="border-bottom: 2px solid black">Participating group&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Variable</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Categories&#47;median &#40;percentile 25&#8211;75&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleItalic">Total number of subjects</span>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">21&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">32&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Number of offspring</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Median &#40;percentile 25&#8211;75&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1 &#40;0&#8211;2&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;5 &#40;0&#8211;2&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Age</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>&#8804;35 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">7 &#40;33&#46;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1 &#40;3&#46;1&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>36&#8211;50 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">7 &#40;33&#46;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">16 &#40;50&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>&#8805;51 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">7 &#40;33&#46;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">15 &#40;46&#46;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Gender</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Female&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11 &#40;52&#46;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">27 &#40;84&#46;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Male&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">10 &#40;47&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">5 &#40;15&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Marital status</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Single&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3 &#40;14&#46; 3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11 &#40;34&#46;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Couple&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">18 &#40;85&#46;7&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">21 &#40;65&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Professional category</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Physician&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">13 &#40;61&#46;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">8 &#40;25&#46;0&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Nurse&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4 &#40;19&#46;0&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">13 &#40;40&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Nursing assistant&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3 &#40;14&#46; 3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11 &#40;34&#46;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Orderly&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1 &#40;4&#46;8&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0 &#40;0&#46;0&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Years of work in ICU</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>&#60;5 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6 &#40;28&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2 &#40;6&#46;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>5&#8211;15 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4 &#40;19&#46;9&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">9 &#40;28&#46;1&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>&#62;15 years&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">11 &#40;52&#46;4&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">21 &#40;65&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="3" align="left" valign="top"><span class="elsevierStyleItalic">Previous practice of mindfulness</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>No&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">26 &#40;81&#46;3&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6 &#40;18&#46;6&#37;&#41;&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th><th class="td" title="table-head  " align="left" valign="top" scope="col"><span class="elsevierStyleItalic">p</span><a class="elsevierStyleCrossRef" href="#tblfn0010"><span class="elsevierStyleSup">&#42;</span></a>&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</th></tr><tr title="table-row"><th class="td" title="table-head  " align="" valign="top" scope="col" style="border-bottom: 2px solid black">&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="table-entry  " colspan="5" align="left" valign="top"><span class="elsevierStyleItalic">MBI</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Emotional exhaustion&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">21&#46;72&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;90 &#40;&#8722;3&#46;90 to 7&#46;79&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;51&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">4&#46;00&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">3&#46;94&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;64&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Personal achievement&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">34&#46;29&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">35&#46;44&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;73&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="5" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="5" align="left" valign="top"><span class="elsevierStyleItalic">FFMQ</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Global&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">112&#46;06&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">5&#46;07 &#40;&#8722;1&#46;48 to 11&#46;36&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;12&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Observation&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">25&#46;81&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">2&#46;05 &#40;&#8722;1&#46;03 to 5&#46;13&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;18&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Description&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">24&#46;81&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="" valign="top">&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;54&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Acting with awareness&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#46;57&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">21&#46;31&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;74 &#40;&#8722;3&#46;04 to 4&#46;52&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;69&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Non-judging of inner experience&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">19&#46;95&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#46;91&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;95 &#40;&#8722;2&#46;44 to 4&#46;34&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;57&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Non-reactivity to inner experience&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#46;19&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">20&#46;47&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;27 &#40;&#8722;1&#46;77 to 2&#46;33&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;78&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Jefferson&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">80&#46;81&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">82&#46;75&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;94 &#40;&#8722;2&#46;54 to 6&#46;42&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;38&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="5" align="left" valign="top"><span class="elsevierStyleVsp" style="height:0.5px"></span></td></tr><tr title="table-row"><td class="td" title="table-entry  " colspan="5" align="left" valign="top"><span class="elsevierStyleItalic">SCS</span></td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Global&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">35&#46;95&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">37&#46;71&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">1&#46;766 &#40;&#8722;2&#46;89 to 6&#46;42&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;44&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Self-kindness&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">5&#46;79&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;09&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;31 &#40;&#8722;0&#46;67 to 0&#46;96&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;53&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td></tr><tr title="table-row"><td class="td-with-role" title="table-entry ; entry_with_role_rowhead " align="left" valign="top"><span class="elsevierStyleHsp" style=""></span>Common or shared humanity&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;17&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;19 &#40;&#8722;0&#46;57 to 0&#46;96&#41;&nbsp;\t\t\t\t\t\t\n
                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;61&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">6&#46;59&nbsp;\t\t\t\t\t\t\n
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                  \t\t\t\t</td><td class="td" title="table-entry  " align="char" valign="top">0&#46;51&nbsp;\t\t\t\t\t\t\n
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          "en" => "<p id="spar0110" class="elsevierStyleSimplePara elsevierViewall">Summary of initial &#40;baseline&#41; scores of the different questionnaires and their sub-factors between participants and non-participants&#46;</p>"
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      ]
    ]
    "bibliografia" => array:2 [
      "titulo" => "References"
      "seccion" => array:1 [
        0 => array:2 [
          "identificador" => "bibs0015"
          "bibliografiaReferencia" => array:41 [
            0 => array:3 [
              "identificador" => "bib0210"
              "etiqueta" => "1"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Job burnout"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:3 [
                            0 => "C&#46; Maslach"
                            1 => "W&#46;B&#46; Schaufeli"
                            2 => "M&#46;P&#46; Leiter"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Revista" => array:5 [
                        "tituloSerie" => "Annu Rev Psychol"
                        "fecha" => "2001"
                        "volumen" => "52"
                        "paginaInicial" => "397"
                        "paginaFinal" => "422"
                      ]
                    ]
                  ]
                ]
              ]
            ]
            1 => array:3 [
              "identificador" => "bib0215"
              "etiqueta" => "2"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "Is this critical care clinician burned out&#63;"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:1 [
                            0 => "O&#46;J&#46; Bienvenu"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:1 [
                      "Revista" => array:5 [
                        "tituloSerie" => "Intensive Care Med"
                        "fecha" => "2016"
                        "volumen" => "42"
                        "paginaInicial" => "1794"
                        "paginaFinal" => "1796"
                      ]
                    ]
                  ]
                ]
              ]
            ]
            2 => array:3 [
              "identificador" => "bib0220"
              "etiqueta" => "3"
              "referencia" => array:1 [
                0 => array:2 [
                  "contribucion" => array:1 [
                    0 => array:2 [
                      "titulo" => "The prevalence of compassion fatigue and burnout among healthcare professionals in intensive care units&#58; a systematic review"
                      "autores" => array:1 [
                        0 => array:2 [
                          "etal" => false
                          "autores" => array:5 [
                            0 => "M&#46;M&#46;C&#46; Van Mol"
                            1 => "E&#46;J&#46;O&#46; Kompanje"
                            2 => "D&#46;D&#46; Benoit"
                            3 => "J&#46; Bakker"
                            4 => "M&#46;D&#46; Nijkamp"
                          ]
                        ]
                      ]
                    ]
                  ]
                  "host" => array:1 [
                    0 => array:2 [
                      "doi" => "10.1371/journal.pone.0136955"
                      "Revista" => array:4 [
                        "tituloSerie" => "PLOS ONE"
                        "fecha" => "2015"
                        "volumen" => "10"
                        "paginaInicial" => "e0136955"
                      ]
                    ]
                  ]
                ]
              ]
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