DOI: 10.1097/nne.0000000000002351 ISSN: 0363-3624

Resilience Following a Course-Embedded Mindfulness Intervention

Amy E. Delaney, Kim Y. Martineau Jackson, Jennifer A. Livesley, Mary O’Keeffe, Ian A. Lane
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Background:

Nursing students experience high levels of stress, highlighting the need for innovative curricular approaches that promote resilience and well-being.

Purpose:

To evaluate the impact of embedding mindfulness micro-practices throughout a prelicensure Fundamentals and Health Assessment course on nursing students’ resilience.

Methods:

Brief mindfulness activities were integrated into course modules. A pretest–posttest educational evaluation examined responses from 132 Bachelor of Nursing students using the Connor-Davidson Resilience Scale. Independent samples t tests and item-level analyses evaluated changes between pretest and posttest responses.

Results:

Posttest resilience scores were significantly higher than pretest scores ( P = .042; d = 0.36), with significant improvements across 5 resilience domains, particularly adaptability to change.

Conclusions:

Embedding mindfulness micro-practices into foundational nursing coursework is a feasible, competency-based strategy for fostering resilience while supporting the self-awareness, well-being, reflective practice, and professional development competencies found in domains 9 and 10 of the American Association of Colleges of Nursing Essentials .

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