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Updated: Jun 5, 2026

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

Assessing intervention effectiveness for reducing stress in student nurses: quantitative systematic review.

Niall D Galbraith¹, Katherine E Brown

¹Department of Psychology, School of Applied Sciences, University of Wolverhampton, UK. n.galbraith@wlv.ac.uk

Journal of Advanced Nursing

|January 11, 2011

Summary

Student nurses benefit most from stress interventions teaching coping skills like relaxation and cognitive restructuring. These programs aim to reduce stress but generally do not improve academic performance.

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Last Updated: Jun 5, 2026

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Mindfulness in Motion (MIM): An Onsite Mindfulness Based Intervention (MBI) for Chronically High Stress Work Environments to Increase Resiliency and Work Engagement

Published on: July 1, 2015

Area of Science:

Nursing Education
Psychology
Healthcare Management

Background:

Student nurses face significant stress, impacting attendance and retention.
Effective stress management programs are crucial due to global nursing shortages and high trainee dropout rates.
A recent review is warranted due to emerging literature on stress interventions for student nurses.

Purpose of the Study:

To identify effective stress-reducing interventions for student nurses.
To provide recommendations for future research in this area.

Main Methods:

A quantitative systematic review with narrative synthesis was conducted.
Searched databases (Medline, CINAHL, etc.) for papers from April 1981 to April 2008.
Used keywords: 'nurses', 'students', 'intervention', 'stress', 'burnout'; supplemented with reference scanning and manual searches.

Main Results:

Interventions teaching coping skills (e.g., relaxation) and cognitive restructuring were most effective.
Strategies reducing stressor intensity or number also showed success.
Most interventions did not significantly improve academic performance.

Conclusions:

Stress intervention design should be theory-driven.
Future research should explore interface and organizational factors.
Long-term benefits of interventions for student nurses require further demonstration.