Mindfulness and academic performance among nursing students in Saudi Arabia: a cross-sectional study.

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.