Mindfulness in nursing education: an integrative review.

An integrative review of 15 studies found that mindfulness-based interventions (MBIs) for nursing students are consistently associated with short-term reductions in stress, anxiety, and depression, and improvements in emotional regulation, self-care, and spirituality. Common strategies included meditation, breathing exercises, guided imagery, and structured training. The evidence is insufficient to confirm long-term impact on professional burnout, and findings should be interpreted cautiously given variability in study design and outcome measures. The authors propose that MBIs show promise for supporting nursing student well-being and resilience.

Study at a glance

Abstract

OBJECTIVES: To assess the impact of mindfulness-based interventions (MBIs) on nursing students and identify best practices for integration into nursing education. DESIGN: Integrative literature review guided by PRISMA standards. DATA SOURCES: PubMed, CINAHL, PsycINFO, and Embase were searched for studies published between 2019 and 2024. METHODS: Studies focused on MBIs for undergraduate or graduate nursing students were evaluated using the Johns Hopkins Evidence-Based Guidelines. Data were synthesized to identify outcomes and implications for education. RESULTS: Fifteen studies met inclusion criteria. MBIs were consistently associated with reductions in stress, anxiety, and depression, and improvements in emotional regulation, self-care, and spirituality. Common strategies included meditation, breathing exercises, guided imagery, and structured training. Benefits consistently short-term, with limited evidence on long-term effects or comparative effectiveness. CONCLUSIONS: MBIs show promise in supporting nursing student well-being and resilience but evidence is insufficient to confirm long-term impact on professional burnout. Findings should be interpreted cautiously given variability in study design and outcome measures Future studies should include more diverse populations, evaluate sustained outcomes, and compare delivery methods to guide curricular integration. CLINICAL TRIAL NUMBER: Not applicable.