The effects of mindfulness-based interventions on nursing students: A meta-analysis

Xue, Chen; Zhang, Bo; Jin, Song-Xian; Quan, You-Xi; Zhang, Xinwei; Cui, Xiang-Shu

doi:10.1016/j.nedt.2020.104718

Cited by 34 publications

(31 citation statements)

References 36 publications

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“…Mindfulness-based stress reduction has also been adapted to a wide variety of contexts and highly stressful environments, such as prisons, corporate settings and medical schools [17][18][19]. In addition, MBSR is frequently delivered over varying lengths of time [20], and other interventions such as mindfulness-based cognitive therapy (MBCT) [21] have since been developed with the principles of mindfulness practice embedded within them.…”

Section: Introductionmentioning

confidence: 99%

Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

et al. 2021

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(1) Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxiety, depression and wellbeing, thereby reducing stress in healthcare provider populations. The aim of this narrative review was to synthesize and provide a critical overview of the current evidence in relation to mindfulness-based interventions for UG nursing students in a university setting. (2) Methods: A review of the literature was conducted in March 2020 and updated in May 2021, utilising the databases CINAHL, Medline and PsycINFO. (3) Results: Fifteen studies were included in the review, with three common themes identified: (i) the positive impact of mindfulness on holistic wellbeing, (ii) mindfulness-based techniques as a positive coping mechanism within academic and clinical practice, and (iii) approaches to the delivery of mindfulness-based interventions. (4) Conclusions: Mindfulness-based interventions are effective strategies for the management of stress, development of self-awareness and enhanced academic and clinical performance in undergraduate nursing students. No ideal approach to delivery or duration of these interventions was evident from the literature. Best practice in relation to delivery of mindfulness-based interventions for nursing students is recommended for future studies.

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Section: Introductionmentioning

confidence: 99%

Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

et al. 2021

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“…It was also very unexpected that our trial did not show a statistically significant effect of the mindfulness program on dispositional mindfulness and thereby no mediating effects. In comparison, Dawson et al (2020) and Chen et al (2021) found moderate effects of MBPs on mindfulness in their meta-analyses among university—and nursing students. The confidence intervals of our results in Table 3 showed that the effect of the mindfulness program on mindfulness was associated with an uncertainty that the program could decrease the mindfulness score by 0.5 score-points or increase the mindfulness score by 4.4 score-points.…”

Section: Discussionmentioning

confidence: 90%

“…Our findings of effect on mental health are consistent, even larger compared with other studies examining effects of MBPs for students. In comparison, systematic reviews and meta-analyses among university students ( Dawson et al, 2020 ) and nursing students ( Chen et al, 2021 ) found that MBPs improve mental health by decreasing distress and symptoms of anxiety and depression and improving well-being with small to moderate effects sizes. However, the content and duration of the included MBPs varied to a large degree.…”

Section: Discussionmentioning

confidence: 99%

“…Another recent review and meta-analysis including 51 randomized controlled trials (RCTs) that were conducted among university students, found that MBPs improve mental health by decreasing distress and symptoms on anxiety and depression and improving well-being in university students (Dawson et al, 2020). The same is evident in studies of groups comparable to student teachers like students training to work in the healthcare sector (Daya and Hearn, 2018;Chen et al, 2021;Chmielewski et al, 2021). They are also in training for professions where they will be working and interacting with people who experience various life situations and have different needs, behaviors, and reactions.…”

Section: Introductionmentioning

confidence: 99%

“…They are also in training for professions where they will be working and interacting with people who experience various life situations and have different needs, behaviors, and reactions. Chen et al (2021) suggested including mindfulness intervention in nursing education to promote the mental health of students.…”

Section: Introductionmentioning

confidence: 99%

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The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life

et al. 2021

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Background: In this study, we aimed to investigate the effects of a mindfulness program including Mindfulness-Based Stress Reduction (MBSR) on the mental health of student teachers when offered at their educational institution in a real-life context.Methods: A parallel randomized controlled trial (RCT) was conducted among self-selected student teachers at a Danish undergraduate program for teacher education in the autumns of 2019 and 2020. Participation was not recommended in case of (1) clinical depression or a diagnosis of psychosis or schizophrenia, (2) abuse of alcohol, drugs, and/or medicine. Randomization was performed by a Statistician who was blinded to the identity of the students. Data was collected using self-reported questionnaires. The primary outcome was a change in perceived stress 3 months from baseline. Secondary outcome measures were symptoms of anxiety and depression, well-being, resilience, mindfulness, and thoughts and feelings during rest. The effects were analyzed according to the intention-to-treat principle using mixed-effect linear regression models. Mediating effects of mindfulness skills on the mental health outcomes were explored using structural equation modeling.Results: The study group included 67 student teachers with 34 allocated to the intervention group (median age: 25 years; women: n = 24, 71%); and 33 students (median age: 25 years; women: n = 25, 76%) allocated to a waiting list control group. At baseline, mean Perceived Stress Scale (PSS) scores were 18.88 (SD: 5.75) in the intervention group and 17.91 (SD: 6.36) in the waiting list control group. A total of 56 students completed the questionnaire at a 3-month follow-up (28 in both the intervention- and the control group). Statistically significant effects of the intervention were found on perceived stress, symptoms of anxiety and depression, well-being, and on three of seven resting-state dimensions. No effects were found on resilience or mindfulness. Statistically significant mediated effects via resting-state dimensions were found.Conclusion The findings suggested that offering a mindfulness program at an undergraduate program for teacher education could significantly improve the mental health among self-selected students within 3 months. Results of mediation analysis supported the hypothesis that some of the effects might be explained by reduced distracting thoughts.Clinical Trial Registration: [www.ClinicalTrials.gov], identifier [NCT04558099].

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‘There Is No Change Without Contemplation’: bell hooks and the Sisters of the Yam

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Learning to Stop

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The effects of mindfulness-based interventions on nursing students: A meta-analysis

Cited by 34 publications

References 36 publications

Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

The Effects of a Mindfulness Program on Mental Health in Students at an Undergraduate Program for Teacher Education: A Randomized Controlled Trial in Real-Life

‘There Is No Change Without Contemplation’: bell hooks and the Sisters of the Yam

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