Reflective mindfulness and emotional regulation training to enhance nursing students’ self-awareness, understanding, and regulation: a mixed method randomized controlled trial
G. Salem, Wilf Hashimi, A. El-Ashry
BMC Nursing April 30, 2025 DOI: 10.1186/s12912-025-03086-w (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Convergent parallel mixed-method randomized controlled trial Qualitative Peer reviewed |
|---|---|
| Sample size | 40 |
| Population | Fourth-year undergraduate nursing students |
| Intervention | Reflective Mindfulness and Emotional Regulation Training (RMERT) |
| Duration | Six-week program; pre- and post-intervention data collection |
| Measures | Emotion Regulation Questionnaire (ERQ), Mindful Attention Awareness Scale (MAAS) |
| Topics | Meditation |
| Keywords | Education |
| Registration | NCT06760962 |
| Key findings | The intervention group showed significantly improved self-awareness, understanding, and emotional regulation compared with the control group, with increased mindfulness, decreased emotional suppression, and greater comfort reflecting on positive and negative emotions. The authors argue that integrating RMERT into nursing curricula may enhance students' well-being and professional growth. |
Abstract
Nursing students encounter significant academic and psychological challenges that can impede their transition from theoretical knowledge to practical application, affecting their well-being and professional development. This study aimed to evaluate the effectiveness of Reflective Mindfulness and Emotional Regulation Training (RMERT) in improving nursing students’ self-awareness, understanding, and emotional regulation. This study employed a convergent parallel mixed-method randomized controlled trial design. Forty fourth-year undergraduate nursing students were randomly assigned using simple randomization (computer-generated random numbers) into either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in a six-week RMERT program designed to enhance self-awareness, understanding, and emotional regulation. The control group continued with standard course activities. Quantitative data were collected pre- and post-intervention using the Emotion Regulation Questionnaire (ERQ) and the Mindful Attention Awareness Scale (MAAS), and analyzed using SPSS. Qualitative data, gathered exclusively from the intervention group through recorded reflective group sessions, were analyzed using thematic analysis. The intervention group exhibited significantly improved self-awareness, understanding, and emotional regulation compared to the control group. Additionally, students displayed an increased capacity for mindfulness, a decreased tendency to suppress emotions, and greater comfort in reflecting on positive and negative emotions. Integrating RMERT into nursing curricula may enhance nursing students’ well-being and professional growth, mainly when counseling resources are limited. The program can improve self-awareness, understanding, and regulation skills necessary for effective nursing practice. Integrating RMERT into nursing curricula enhances self-awareness, emotional regulation, and reflective practice. This approach equips students with essential skills for managing clinical stress and building therapeutic relationships. As future nurses, they develop resilience, clinical reasoning, and empathetic patient care, ultimately elevating care quality and professional growth in diverse healthcare settings. The study was registered retrospectively on https://register.clinicaltrials.gov/ on 23 of December 2024 under the reference number: NCT06760962.