講演情報
[FPoIQwB5-05]“Pausing the Moment, Beginning the Healing”: Exploring the Impact of Mindfulness Activities on Nursing Students’ Mental Health
*Khadizah H. Abdul-Mumin1,2,3, Nursyuhaidah Aida Johari3, Mohd Ersyad Sudirman3, Maria Massuni3, Siti-Sarah Shalehah Muhd-Zin3, Aqil Danish Hirman3, Hamiz-Ihtisyam Md Zul-Majdi3, Piyanee Klainin-Yobas4 (1. Universiti Brunei Darussalam, Midwifery Programme, Institute of Health Sciences, Gadong BE1410, Brunei Darussalam (Brunei), 2. School of Nursing and Midwifery, La Trobe University, Melbourne VIC3086, Australia (Australia), 3. Universiti Brunei Darussalam, Nursing Programme, Institute of Health Sciences, Gadong BE1410, Brunei Darussalam (Brunei), 4. Alice Lee Centre for Nursing Studies, National University of Singapore 119077, Singapore (Singapore))
キーワード：
Mindfulness、Nursing、Curriculum、Mental health
[Purpose]
explore nursing students’ experiences and the impacts of mindfulness activities in enhancing mental health.
[Method]
A qualitative exploratory design was employed within the largest university in Brunei Darussalam. All undergraduate nursing students were invited to participate. Open-ended questionnaires were administered via qualtrics. Data were analysed using thematic analysis to generate patterns of meaning grounded in participants’ narratives.
[Results]
A total of 64 students participated. Four interrelated themes emerged. First, students demonstrated an “evolving conceptual understanding of mindfulness,” shifting from perceiving it as a relaxation technique to recognising it as intentional awareness and presence. Second, participants described the “integration of mindfulness into academic and clinical learning”, such as in managing anxiety, and sustaining attentional focus. Third, mindfulness was experienced as a “mechanism for self-regulation and psychological well-being”, fostering emotional control, stress reduction, and reflective capacity. Students also identified “challenges to consistent practice”, including time constraints, competing academic demands, and difficulty sustaining habitual engagement.
[Conclusion]
Findings suggest that mindfulness activities embedded within nursing education may extend beyond stress reduction, contributing to community of practice, emotional regulation, and reflective clinical practice. However, sustainability requires structured programme, institutional scaffolding, and curricular integration rather than reliance on individual motivation alone. Mindfulness, when pedagogically situated and structured, may serve as a mental health intervention within contemporary nursing education.
explore nursing students’ experiences and the impacts of mindfulness activities in enhancing mental health.
[Method]
A qualitative exploratory design was employed within the largest university in Brunei Darussalam. All undergraduate nursing students were invited to participate. Open-ended questionnaires were administered via qualtrics. Data were analysed using thematic analysis to generate patterns of meaning grounded in participants’ narratives.
[Results]
A total of 64 students participated. Four interrelated themes emerged. First, students demonstrated an “evolving conceptual understanding of mindfulness,” shifting from perceiving it as a relaxation technique to recognising it as intentional awareness and presence. Second, participants described the “integration of mindfulness into academic and clinical learning”, such as in managing anxiety, and sustaining attentional focus. Third, mindfulness was experienced as a “mechanism for self-regulation and psychological well-being”, fostering emotional control, stress reduction, and reflective capacity. Students also identified “challenges to consistent practice”, including time constraints, competing academic demands, and difficulty sustaining habitual engagement.
[Conclusion]
Findings suggest that mindfulness activities embedded within nursing education may extend beyond stress reduction, contributing to community of practice, emotional regulation, and reflective clinical practice. However, sustainability requires structured programme, institutional scaffolding, and curricular integration rather than reliance on individual motivation alone. Mindfulness, when pedagogically situated and structured, may serve as a mental health intervention within contemporary nursing education.
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