Enhancing Nursing Students' Compassion, Empathy and Communication Through Mindfulness‐Based Meditation: A Mixed‐Methods Study

ABSTRACT Aim This study investigates the impact of mindfulness‐based compassion meditation on nursing students' compassion, emotional empathy and communication skills.

Design: An explanatory sequential mixed‐methods design was employed. Quantitative data were collected through a quasi‐experimental approach, followed by qualitative data to gain deeper insights.

Methods: The study was conducted during the 2023–2024 academic year with 53 nursing students from private and two public universities. Participants engaged in an 8‐week, 16‐session online mindfulness‐based compassion meditation programme structured around Kabat‐Zinn's Mindfulness‐Based Stress Reduction (MBSR) framework and Neff's Self‐Compassion Theory. Quantitative data were collected using the Compassion Competence Scale (CCS), Multidimensional Emotional Empathy Scale (MEES) and Communication Skills Scale (CSS) before and after the programme. Additionally, focus group discussions (FGDs) were conducted with 20 volunteers to explore their meditation experiences.

Results: Students ( n = 53) had a mean age of 21 years, with 92.5% being female, 73.6% having chosen the nursing profession voluntarily and 94.3% reporting that they had never received formal compassion training. Following the mindfulness‐based compassion meditation programme, a significant increase was observed in the scores of the Compassion Competence Scale (CCS), the Communication Skills Scale (CSS) and the subdimensions of communication, sensitivity and insight ( p = 0.000–0.012). The Multidimensional Emotional Empathy Scale (MEES) scores also increased; however, this change was not statistically significant ( p = 0.297). Qualitative findings revealed that participants expressed their meditation experiences under the themes of ‘Personal Reflections on Meditation’, ‘Self‐Compassion Awareness and Reflection’, ‘Emotional Awareness and Regulation’, ‘Empathic Approach in Relationships’, ‘Limitations and Challenges of Meditation’ and ‘Gains and Sustainability of Meditation’.

Conclusion: Mindfulness‐based compassion meditation has been shown to enhance nursing students' compassion, empathy and communication skills, supporting their professional and emotional development. Integrating such interventions into structured nursing education programmes may increase individual awareness, prepare students for future work environments, strengthen professional resilience and promote patient‐centred care. Patient or Public Contribution Mindfulness‐based compassion meditation has the potential to equip future nurses with essential skills that can improve their ability to manage stress, engage in compassionate care and enhance interdisciplinary collaboration. Expanding such programmes beyond nursing education and into clinical settings could further support healthcare professionals' well‐being and professional development, ultimately improving patient care quality.