Abstract

Nursing students experience increased stress and anxiety due to the rigorous requirements of nursing school. Students often feel pressure to perform in a competitive environment that stretches them mentally and physically to learn extensive didactic material while simultaneously performing competently in clinical settings. Without effective methods to address self-care, students may experience the ramifications of unresolved stress. The practice question guiding the project was: In undergraduate Level II nursing students (P), does implementing a Mindfulness Based Program (MBP) (I), compared to not implementing a MBP (C), affect stress, anxiety, and mindfulness (O) during a semester (T)? Based on systematic review of the literature, it was concluded that mindfulness would promote stress and anxiety reduction in nursing students. In addition, a MBP could secondarily be anticipated to increase resiliency, improve learning and test scores, and decrease attrition in students. An 8-week MBP consisting of interactive mindfulness education and skill practice sessions was implemented. Students who participated in the MBP experienced a 63% reduction in stress and a 68% reduction in anxiety. Mindfulness increased by 102% within the student participant group. These outcomes met or exceeded those expected based on the evidence reviewed. The MBP was therefore an effective method to provide self-care support to the undergraduate nursing student population. Its continuation as part of nursing student education is recommended.

Date of publication

Spring 4-17-2023

Document Type

DNP Scholarly Project

Language

english

Persistent identifier

http://hdl.handle.net/10950/4171

Committee members

Lauri D. John, PhD, RN, CNS; Susan McKee, DNP, MED, RN; Belinda Deal, PhD, RN, CNE

Degree

Doctor of Nursing Practice

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