Relationships Among Exercise, Mindfulness, Mental Health, and Academic Achievement Among Prelicensure Nursing
Josie Niedermeier1, Mercy Ngosa Mumba, Keri Barron
1Registered Nurse (Ms Niedermeier), Children's of Alabama Hospital, Birmingham; and Associate Professor (Dr Mumba), Assistant Professor (Drs Barron and Andrabi), Clinical Assistant Professor (Dr Martin), and Graduate Research Assistant (Mr McDiarmid), Capstone College of Nursing, The University of Alabama, Tuscaloosa.
Background:
Nursing school is challenging and can be stressful for many students. Nursing students are also susceptible to stress, anxiety, and depression. Exercise and mindfulness-based interventions (MBIs) have been shown to improve mental health outcomes in other populations, but it is not known how these strategies influence academic achievement.
Purpose:
The purpose of this study was to examine the relationships among exercise, mindfulness, academic achievement, and mental health among undergraduate nursing students.
Methods:
This study used a cross-sectional design that uses correlational, regression, and mediation analyses.
Results:
Mindfulness was inversely associated with depression and anxiety and, although not statistically significant, was positively associated with academic achievement. Exercise was not significantly associated with anxiety or academic achievement but was associated with depression.
Conclusions:
Evidence-based interventions that promote mindfulness among nursing students should be implemented to promote mental health and academic achievement, especially because MBIs are cost-effective and convenient alternatives to other psychotherapies.
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