Mindfulness in Nursing Education: A Holistic Strategy for Enhancing Student Well-Being and Resilience.

Abstract

Purpose of Study: This project explored the feasibility and perceived benefits of integrating mindfulness training, grounded in holistic nursing philosophy, into undergraduate and post-licensure BSN nursing curricula to support student well-being and resilience. Design of Study: Nursing faculty implemented an educational intervention using a pre-post design across two university nursing programs. Methods Used: Faculty embedded a semester-long mindfulness curriculum into existing nursing courses. Students received lectures, accessed curated mindfulness resources, and completed a reflective journal assignment. Pre- and post-intervention surveys assessed changes in students' knowledge, attitudes, and practices related to mindfulness. Findings: Among 103 students who completed both surveys, knowledge of mindfulness increased from 42% to 91%, and regular practice rose from 41% to 73%. Students reported improved stress and anxiety management, emotional awareness, and resilience. Nearly all participants (96%) indicated plans to continue mindfulness practices. Journal reflections revealed themes of improved mood, self-care prioritization, and enhanced coping strategies. Conclusions: Faculty successfully implemented mindfulness training, and students responded positively. The intervention supported stress reduction and resilience, aligning with national nursing education competencies and reflecting holistic nursing's emphasis on whole-person care. Findings suggest mindfulness integration may be a valuable, low-cost strategy to enhance nursing education and promote student well-being.

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