Mindfulness Training for New Nursing Students Improves Stress Resilience and Well-Being
Rebecca A. Schwartz‐Mette, Kelley Strout, Maile Sapp, Syerra-Marie Carmone, Maizy Weirich
Journal of Nursing Education January 20, 2026 DOI: 10.3928/01484834-20250827-01 (opens in new tab) via OpenAlex
Summary
AI-generated from the abstractA mixed-methods study evaluated a mindfulness program adapted from Mindfulness-Based Stress Reduction for first-year nursing students. Among 33 participants (mean age 22.16, 94% female-identifying), the program increased adaptive mindfulness skills such as acting with awareness and nonreactivity, and reduced stress and exhaustion while improving satisfaction with life. Qualitative data indicated students found the program enjoyable, helpful, and appreciated. Mindfulness training appears to bolster stress resilience in new nursing students, with implications for training and future research.
Study at a glance
| Characteristics | Mixed-methods, single-group, pre-post design Qualitative Peer reviewed |
|---|---|
| Sample size | 33 |
| Population | First-year nursing students |
| Topics | Meditation |
| Keywords | Resilience materials science Training meteorology Stress linguistics Psychological resilience |
| Key finding | The mindfulness program increased adaptive mindfulness skills, reduced stress and exhaustion, and improved satisfaction with life among first-year nursing students. |
Abstract
Background: First-year nursing students need support to mitigate the effects of stress to improve the health and consistency of the student-to-professional pathway, addressing critical workforce shortages. Yet, evidence-based wellness interventions are underdeveloped and understudied for this population. Method: Using a mixed-methods, single-group, pre-post design, this study evaluated the effectiveness of Navigating Life's Challenges, adapted directly from Mindfulness-Based Stress Reduction (MBSR) in a sample of first-year nursing students ( N = 33, mean age = 22.16, 94% female-identifying students). Results: Multilevel modeling for repeated measures data revealed increased use of adaptive mindfulness skills (acting with awareness, nonreactivity), reduced stress and exhaustion, and improved satisfaction with life. Qualitative focus group data suggested the program was enjoyable, helpful, and appreciated by students. Conclusion: Mindfulness bolsters stress resilience in new nursing students; implications for training and future directions for research are discussed.