Resilience and mindfulness in nurse training on an undergraduate curriculum
1Faculty of Health & Social Care, Department of Mental Health & Learning Disabilities, University of Chester, Chester, UK.
Purpose:
The aim is to investigate what relationships exist between resilience and mindfulness in undergraduate nurse training and how these might contribute to well-being.
Design And Methods:
One hundred and six students participated in this cross-sectional study. Multivariate and bivariate procedures were utilized to assess the differences between students' demographics, academic resilience, and mindfulness.
Findings:
The findings suggested that acceptance and attention within mindfulness were important for resilience. Students who had higher levels of academic resilience also had higher indexes of mindfulness.
Practice Implications:
A key implication is that learning and practice areas should ensure that well-being, mindfulness, and resilience literacy are key issues for students in training. This is at a time when mental health support and staff retention are foremost in policymakers' minds.
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