Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

(1) Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxie...

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Autores principales:	Clare McVeigh, Lindsay Ace, Chantal F. Ski, Claire Carswell, Stephanie Burton, Soham Rej, Helen Noble
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	mindfulness meditation nurse education nurses nursing students healthcare education Medicine R
Acceso en línea:	https://doaj.org/article/b71f2afcc48a44cba92d9e22395232d3
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spelling	oai:doaj.org-article:b71f2afcc48a44cba92d9e22395232d32021-11-25T17:44:50ZMindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review10.3390/healthcare91114932227-9032https://doaj.org/article/b71f2afcc48a44cba92d9e22395232d32021-11-01T00:00:00Zhttps://www.mdpi.com/2227-9032/9/11/1493https://doaj.org/toc/2227-9032(1) Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxiety, depression and wellbeing, thereby reducing stress in healthcare provider populations. The aim of this narrative review was to synthesize and provide a critical overview of the current evidence in relation to mindfulness-based interventions for UG nursing students in a university setting. (2) Methods: A review of the literature was conducted in March 2020 and updated in May 2021, utilising the databases CINAHL, Medline and PsycINFO. (3) Results: Fifteen studies were included in the review, with three common themes identified: (i) the positive impact of mindfulness on holistic wellbeing, (ii) mindfulness-based techniques as a positive coping mechanism within academic and clinical practice, and (iii) approaches to the delivery of mindfulness-based interventions. (4) Conclusions: Mindfulness-based interventions are effective strategies for the management of stress, development of self-awareness and enhanced academic and clinical performance in undergraduate nursing students. No ideal approach to delivery or duration of these interventions was evident from the literature. Best practice in relation to delivery of mindfulness-based interventions for nursing students is recommended for future studies.Clare McVeighLindsay AceChantal F. SkiClaire CarswellStephanie BurtonSoham RejHelen NobleMDPI AGarticlemindfulnessmeditationnurse educationnursesnursing studentshealthcare educationMedicineRENHealthcare, Vol 9, Iss 1493, p 1493 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mindfulness meditation nurse education nurses nursing students healthcare education Medicine R
spellingShingle	mindfulness meditation nurse education nurses nursing students healthcare education Medicine R Clare McVeigh Lindsay Ace Chantal F. Ski Claire Carswell Stephanie Burton Soham Rej Helen Noble Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
description	(1) Introduction: Undergraduate (UG) nursing students are vulnerable to stress throughout their education, known to result in burnout, with high attrition rates of up to 33%. There is a growing body of evidence to suggest that mindfulness-based interventions are effective for the management of anxiety, depression and wellbeing, thereby reducing stress in healthcare provider populations. The aim of this narrative review was to synthesize and provide a critical overview of the current evidence in relation to mindfulness-based interventions for UG nursing students in a university setting. (2) Methods: A review of the literature was conducted in March 2020 and updated in May 2021, utilising the databases CINAHL, Medline and PsycINFO. (3) Results: Fifteen studies were included in the review, with three common themes identified: (i) the positive impact of mindfulness on holistic wellbeing, (ii) mindfulness-based techniques as a positive coping mechanism within academic and clinical practice, and (iii) approaches to the delivery of mindfulness-based interventions. (4) Conclusions: Mindfulness-based interventions are effective strategies for the management of stress, development of self-awareness and enhanced academic and clinical performance in undergraduate nursing students. No ideal approach to delivery or duration of these interventions was evident from the literature. Best practice in relation to delivery of mindfulness-based interventions for nursing students is recommended for future studies.
format	article
author	Clare McVeigh Lindsay Ace Chantal F. Ski Claire Carswell Stephanie Burton Soham Rej Helen Noble
author_facet	Clare McVeigh Lindsay Ace Chantal F. Ski Claire Carswell Stephanie Burton Soham Rej Helen Noble
author_sort	Clare McVeigh
title	Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
title_short	Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
title_full	Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
title_fullStr	Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
title_full_unstemmed	Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review
title_sort	mindfulness-based interventions for undergraduate nursing students in a university setting: a narrative review
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/b71f2afcc48a44cba92d9e22395232d3
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Mindfulness-Based Interventions for Undergraduate Nursing Students in a University Setting: A Narrative Review

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