Mindfulness in nursing students: enhancing well-being through breath practices
Denise Mary Costa Gomes, Jaqueline Costa Reis, Sandy Sena Oliveira Raymundo, Marina Campos, Wagner Alves de Souza Júdice
Contribuciones a las Ciencias Sociales June 5, 2024 DOI: 10.55905/revconv.17n.6-032 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Pre-post study Peer reviewed |
|---|---|
| Sample size | 45 |
| Population | Seventh-semester nursing undergraduates |
| Intervention | Breathing and mindfulness meditation techniques |
| Duration | Three months |
| Topics | Meditation |
| Keywords | Education |
| Key points | Breathing and mindfulness meditation techniques were associated with improvements in focus, quality of life, attention, anxiety, attendance, and academic performance in nursing undergraduates. |
Abstract
The present study aimed to assess focus/concentration, perception of quality of life, class attention, and anxiety, as well as class attendance and academic performance of nursing undergraduates from a Higher Education Institution before and after the application of breathing and mindfulness meditation techniques. Forty-five seventh-semester (fourth-year) students of both genders, aged 18 and above, participated in the study. The technique was applied for three months through breathing and meditation practices in the classroom. For data collection, a structured questionnaire with four closed-ended questions was used, administered before and after the training sessions. The overall results of the indicators showed that the undergraduates demonstrated a 32.6% improvement in focus/concentration, a 32.4% improvement in perceived quality of life post-training. Regarding class attention, there was a 25.7% increase. An improvement of 44% was observed in anxiety levels, along with a 27% increase in class attendance (reduced absenteeism), and a 74% enhancement in academic performance. The students showed significant improvements in all indicators related to focus/concentration, quality of life, anxiety levels, absenteeism, and academic performance after learning and practicing some breathing and mindfulness meditation techniques. These data underscore the importance of integrating mindfulness approaches in the educational context, contributing to the development of undergraduates.