Nursing students’ experiences with mindfulness during clinical placement in mental health work – A qualitative research study

Abstract Background Nursing students often experience stress, uncertainty, and emotional strain when encountering patients with severe mental illness during clinical placement. Such challenges can reduce their ability to be present and hinder learning. Mindfulness has been suggested as a potential tool to strengthen presence, emotional regulation, and learning in clinical contexts, yet qualitative insight into students lived experiences remains limited. The aim of the study was to gain insight into nursing students’ experiences with mindfulness training during their clinical placement in metal health work.

Methods: A qualitative study with a phenomenological approach was conducted. Six nursing students participated in individual in-depth interviews after completing a nine-week clinical placement that incorporated daily mindfulness exercises. Data were analysed using Giorgi’s four-step phenomenological analysis.

Results: Three overarching themes captured the students’ experiences: (1) From restlessness to calmness in the body—mindfulness helped students regulate emotions, reduce stress, and feel more grounded; (2) From distraction to concentration—students reported improved focus, presence, and ability to redirect attention during patient encounters; and (3) From mindful presence to improved insight and understanding—enhanced awareness supported deeper understanding of patients’ expressions, strengthened reflection, and facilitated integration of theory and practice.

Conclusion: Mindfulness training supported nursing students in managing emotional reactions, enhancing attentional control, and deepening learning during clinical placement in mental health work. Incorporating structured mindfulness practices into nursing education may strengthen students’ preparedness for complex clinical encounters. Further qualitative research is needed to explore how mindfulness can be integrated sustainably across clinical learning environments.