Exploring mindfulness interventions for stress resilience in newly graduated nurses: A qualitative study

A qualitative study explored how 31 newly graduated nurses experienced an 8-session weekly mindfulness program. Thematic analysis of focus group discussions generated five themes: shedding light on workplace stress and adaptation; stress upon entering the workforce; reactions to the vicious cycle of anxiety responses to stress through mindfulness practices; discovery of daily life pleasures and obstacles encountered during the mindfulness course; and obstacles encountered during the course. Participants reported enhanced mindfulness of stress responses. The authors suggest mindfulness breathing training helped alleviate pressure during shift transitions and recommend workplace support, teamwork, and addressing handover anxiety to improve retention and well-being.

Study at a glance

Abstract

OBJECTIVES: In an aging society coping with workforce challenges, successful hospital management hinges on the recruitment and retention of nurses. It is of utmost priority to address job stress and fortify mental resilience. While quantitative research supports investigating the stress-alleviating effects of mindfulness for nursing staff, obtaining a direct perspective from nurses is essential to comprehend how they navigate burnout and apply mindfulness for stress management. This qualitative study aimed to explore newly graduated nurses’ experiences who participated in a mindfulness course and evaluate the practical application of acquired strategies in their work and daily lives, providing insights for retention strategies in health-care institutions. MATERIALS AND METHODS: Thirty-one recently graduated nurses participated in an 8-session weekly in the mindfulness program. Qualitative data were obtained through focus group discussions during each session and subjected to thematic analysis. Results: Five key themes were generated to show how nurses experience mindfulness training: (1) shedding light on workplace stress and adaptation; (2) stress upon entering the workforce; (3) reactions to the vicious cycle of anxiety responses to stress through mindfulness practices; (4) discovery of daily life pleasures and obstacles encountered during the mindfulness course; (5) obstacles encountered during the mindfulness course. Through participation in the program, the subjects’ levels of mindfulness of stress responses were enhanced. Conclusion: This study underscores the advantages of mindfulness courses for newly graduated nurses and emphasizes the crucial role of workplace support. Practical recommendations for nursing administrators and educators include fostering familiarity with the health-care environment, promoting teamwork, and addressing anxiety related to handovers. Mindfulness breathing training has proven effective in alleviating pressure during shift transitions. Nursing managers can enhance staff well-being by creating moments of happiness, encouraging positive experience sharing, and organizing outdoor activities. Suggestions for future research involve refining the implementation of the Mindfulness-Based Stress Reduction course for accessibility and effectiveness, extending courses to other health-care professionals to promote team harmony, and positively impacting nursing staff’s well-being and performance.