Background: Nursing students report increasing levels of stress and anxiety related to academic performance. Mindfulness programs have been found to reduce stress, yet such programs have been identified as a time-burden for students. This study evaluated the integration of a brief preexamination mindfulness reflective intervention for nursing students. Perceived stress, anxiety, resilience, and acceptability were evaluated. Method: A mixed-methods experimental design with random assignment was used. Forty-nine nursing students were randomized to either an intervention group ( N = 25) who participated in the brief preexamination mindfulness intervention or a control group ( N = 24) who took their examinations without any intervention. Self-report tools measured stress, resilience, and mindfulness. Qualitative responses were collected. Results: Outcomes revealed decreased feelings of helplessness and anxiety in the intervention group. Although students had positive views of mindfulness, barriers were indicated. Conclusion: Brief preexamination mindfulness interventions provide students with anxiety-reducing options. [ J Nurs Educ . 2021;60(11):625–628.]

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