Mindfulness-Based Approaches for Managing Stress, Anxiety and Depression for Health Students in Tertiary Education: a Scoping Review
Dave Parsons, P. Gardner, Sharon Parry, S. Smart
Mindfulness September 11, 2021 DOI: 10.1007/s12671-021-01740-3 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Scoping review Peer reviewed |
|---|---|
| Population | Tertiary health students |
| Topics | Anxiety Depression Meditation |
| Keywords | Education |
| Key findings | Mindfulness-based intervention approaches are useful in decreasing depression, anxiety, and stress in health students, but challenges exist in student engagement and retention. |
Abstract
High rates of depression, anxiety and stress are reported in tertiary health students. Mindfulness-based programs have been included in the training of health students to help them manage depression, anxiety and stress; however, to date, there has been no review of best practice implementation of mindfulness for health students. The aim of this review was to evaluate the outcomes of mindfulness-based practice for health students to inform best practice with this population. A comprehensive search was conducted of three electronic databases (PsychINFO, Medline and Embase) guided by the five-step systematic process for conducting scoping reviews to investigate mindfulness-based intervention programs for students enrolled in a tertiary institution in a health-related course. Twenty-four papers met the eligibility criteria and were reviewed in detail. Findings suggested that mindfulness-based intervention approaches are useful in decreasing depression, anxiety and stress in health students; however, challenges exist in student engagement and retention. Generalization of results was limited by the heterogeneous population, intervention designs and delivery methods, as well as a lack of standardized outcome measures. The inclusion of mindfulness-based programs within tertiary curricula can be an effective approach to assist with managing depression, stress and anxiety in health students. Providing academic credit to students, improving translation of skills to working with future clients, and embedding mindfulness-based programs within the curriculum could improve engagement and retention.
Comparable studies
Other narrative reviews on anxiety, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Mindfulness-based interventions: an overall review General (healthcare, schools, workplace) | 2021 | Review | |
| A Consensus Statement on the Use of Ketamine in the Treatment of Mood Disorders | 2017 | Review and consensus statement | |
| Sudarshan Kriya Yogic Breathing in the Treatment of Stress, Anxiety, and Depression: Part II—Clinical Applications and Guidelines | 2005 | Review | |
| Mindfulness Meditation and Psychopathology | 2018 | Review | |
| Management of Treatment-Resistant Depression: Challenges and Strategies | 2020 | Review |
Citations in the library
Cited by 12
- Mindfulness Intervention for Improving Psychological Wellbeing Among Students During COVID-19 Pandemic: A Scoping Review. Journal of Multidisciplinary Healthcare 2023
- Yoga as a Contemplative Practice and Its Contribution to Participatory Self-Knowledge and Student Retention: A Scoping Review of the First-Year Undergraduate Student Transition. International Journal of Environmental Research and Public Health July 7, 2024
- The sustained effect of 5-week EmotionCore mindfulness training on emotion regulation and emotional intelligence: heterogeneous benefits for depression and anxiety across subgroups Frontiers in Psychiatry July 18, 2025
- Utilization of Breathwork Meditation in Improving Wellness in Trainees of Speech-Language Pathology: A Prospective Cohort Study Perspectives of the ASHA Special Interest Groups June 30, 2025
- IMPACTS OF MINDFULNESS ON CONCENTRATION: A SELF-REPORT OF A 20-DAY PRACTICE OF MEDITATIVE WALKING Innovare Journal of Social Sciences September 1, 2025
and 7 more in the library
Cites 11
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and 6 more in the library