Mindfulness and academic performance among nursing students in Saudi Arabia: a cross-sectional study.
Scientific reports July 28, 2025 DOI: 10.1038/s41598-025-11911-0
Summary
Higher mindfulness levels among Saudi nursing students are linked to better academic performance, with an average score of 121.0 out of 145 from 276 participants (225 females, 51 males). Key facets such as "acting with awareness" and "describing" showed significant positive associations with grade point averages (GPA). For instance, the “describing” facet had a strong effect size (β = 0.389). These findings suggest that fostering mindfulness could enhance attentional capacity and cognitive skills, ultimately supporting the academic success and well-being of nursing students.
Abstract
Mindfulness has recently gained attention in academia for its potential to improve cognitive performance, collaboration and mental well-being. This study aimed to assess mindfulness levels among Saudi nursing graduate students and examine their association with grade point average (GPA) scores in academic examinations. This cross-sectional study used the Five Facet Mindfulness Questionnaire (FFMQ) to assess mindfulness levels among 276 nursing students (225 females, 51 males) enrolled at Jazan University, Saudi Arabia, just before their mid-semester exams in February 2024. The results showed an average mindfulness score of 121.0 (SD = 10.2), with higher mindfulness scores positively associated with GPA. Key mindfulness facets linked to higher GPA included “acting with awareness” (β = 0.248, CI = 0.133, 0.363, p < 0.001), “describing” (β = 0.389, CI = 0.279, 0.499, p < 0.001), and “observing” (β = 0.154, CI = 0.036, 0.272, p = 0.011). These associations remained significant after adjusting for demographics such as age, sex, marital status, residential area, family income, living with family or in a hostel, and academic level. However, the “non-reactive” and “non-judging” facets showed no association with GPA in both adjusted and unadjusted models (p = 0.134 and 0.728, respectively). The study found that mindfulness levels among Saudi nursing students were moderate, with higher mindfulness scores linked to better academic performance. Regular mindfulness practice may enhance students’ well-being, cognitive abilities, focus, and learning strategies. These findings could guide healthcare educators in integrating mindfulness practices to support mental health and academic success among nursing and other healthcare students.