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Nursing students' trait mindfulness and psychological stress: A correlation and mediation analysis
Junfei Lu1, Mercy N Mumba2, Shrehan Lynch3
1Department of Educational Studies in Psychology, Research Methodology and Counseling, The University of Alabama, Tuscaloosa, AL, USA.
Background:
Nursing students face a great amount of psychological stress during their nursing education. Mindfulness-based training has received increased recognition from nurse educators regarding its effect on reducing students' psychological stress. Study evidence has supported that cultivation of trait mindfulness through Mindfulness-based training was the key to this effect. However, there is a lack of research that focuses on intricate relationships between various facets of trait mindfulness and psychological stress.
Objective:
Examining the relationships between various trait mindfulness facets and psychological stress.
Design:
A cross-sectional design was used to collect data on trait mindfulness facets and psychological stress.
Participants:
A convenience sample of 99 undergraduate nursing students from a Bachelor of Nursing program completed this study.
Setting:
This study was conducted in a university in the south-eastern United States.
Method:
Participants completed an online questionnaire, which collected their demographic information, trait mindfulness (the Five Factor Mindfulness Questionnaire), and psychological stress (the Perceived Stress Scale-10). Correlation and mediation analyses were applied.
Results:
Other than the trait mindfulness facet of observing, the remaining three facets (acting with awareness, non-judging, and non-reactivity) were negatively correlated with psychological stress. Observing had little to low correlations with non-judging and acting with awareness, but attained a moderately positive correlation with non-reactivity. Moreover, observing could indirectly predict psychological stress, when non-reactivity served as a mediator. Finally, non-judging partially mediated the relationship between acting with awareness and psychological stress.
Conclusions:
The results of the current study can help nurse educators better understand the intricate relationships between various facets of trait mindfulness and psychological stress. Specifically, facets of acting with awareness, non-judging, and non-reactivity are directly relevant to the reduction of psychological stress. Therefore, regardless of formal or informal practices of mindfulness, nurse educators ought to assist students in cultivating these facets as means toward stress management.