Keywords
Mindfulness, Nursing education, Spiritual beliefs, Spiritual practices, Qualitative study, Jean Watson, Abraham Maslow
Abstract
Background: Mindfulness has gained prominence in education as a method for enhancing student well-being and learning, yet its integration into nursing curricula remains underexplored. Student lived experiences are essential to understanding the potential benefits and challenges of mindful nursing practice.
Aim: To explore the lived experiences of undergraduate nursing students who practice mindfulness as it relates to nursing education.
Methods: This was a qualitative descriptive phenomenological study. Data was collected using semi-structured Zoom interviews. Recruitment used word of mouth and snowball sampling. Out of 80 applicants, 17 undergraduate nursing students were interviewed until data saturation was achieved. Data were analyzed using Edmund Husserl’s approach to descriptive phenomenology, supported by Jean Watson’s Theory of Human Caring and Abraham Maslow’s hierarchy of needs.
Results: Seven main themes emerged: Interpersonal and Transpersonal Connections, Spiritual Beliefs and Practices, Faith in the Future, Feelings of Peace, Barriers to Mindfulness in Nursing Education, Integrating Mindfulness Across the Curriculum, and Mindfulness Models in Building Professional Patterns.
Conclusion: Data indicate nursing educators have a significant role in guiding students to mindfulness practices for the well-being of the nursing profession.
BYU ScholarsArchive Citation
Prescott, Sara P. Student Nurse; Watson, Adrianna L. PhD, RN, CCRN, TCRN; Young, Chelsey D. MSN, RN; Peterson, Carly MSN, APRN, NNP-BC, Doctoral Candidate; Thomas, Daphne DNP, RN, CHSE, CNE, CNML, CEN; Anderson, Matthew DNP, APRN, FNP-C; and Watson, Samuel B. M.A., Doctoral Candidate, "A Descriptive Study on Holistic Nursing Education: Student Perspectives on Integrating Mindfulness, Spirituality, and Professionalism" (2024). Student Works. 393.
https://scholarsarchive.byu.edu/studentpub/393
Document Type
Peer-Reviewed Article
Publication Date
2024-08-30
Language
English
College
Nursing
Department
Nursing
Copyright Status
© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license.
Copyright Use Information
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