Title : Optimizing mindfulness instruction in undergraduate nursing education: Findings from a multi-cohort, iterative curriculum evaluation
Abstract:
Background: Undergraduate nursing students experience high levels of stress, anxiety, and emotional burden, highlighting the need for effective self-regulation strategies. Mindfulness-based interventions have demonstrated benefits for mental health and patient care; however, less is known about optimal methods for integrating mindfulness training into undergraduate nursing curricula in ways that are acceptable and meaningful to students.
Purpose: This project evaluated undergraduate nursing students’ responses to mindfulness learning labs delivered across multiple semesters and examined how iterative, learner-informed modifications influenced student engagement and perceived benefit.
Methods: A longitudinal, multi-cohort educational evaluation was conducted within an undergraduate nursing program over several semesters. Mindfulness learning labs were introduced with the dual aim of supporting student well-being and enhancing therapeutic skills for patient care. Following each implementation phase, students completed surveys assessing perceived usefulness, impact on stress management, and satisfaction with delivery format. Based on student feedback, modifications were made to lab timing (out-of-class vs. in-class) and structure (small group vs. whole-class delivery). Descriptive statistics and comparative analyses were used to evaluate trends across cohorts.
Results: Student responses varied significantly by delivery format. Initial implementation of out-of-class, small-group labs was associated with lower satisfaction and perceived burden. Subsequent integration of labs into scheduled class time improved participation and perceived usefulness. Further modification to whole-class delivery was associated with increased student engagement and more favorable evaluations of both learning experience and relevance to patient care. Across cohorts, students reported that mindfulness training enhanced self-awareness and provided practical strategies for managing stress, though acceptability was strongly influenced by how the content was delivered.
Conclusions: Findings suggest that the effectiveness of mindfulness education in undergraduate nursing is closely tied to instructional design. Integrating mindfulness into required class time and delivering content in a cohesive, whole-class format may enhance student engagement and perceived value. Iterative, learner-informed curriculum refinement represents a practical approach to optimizing mental health education in nursing programs.
Implications for Nursing Education: Mindfulness training can support both student well-being and clinical practice readiness; however, careful attention to delivery format is essential. Nursing educators should consider integrating mindfulness within existing coursework and using ongoing student feedback to guide curricular design.
