Resilience Following a Course-Embedded Mindfulness Intervention
Amy E Delaney1, Kim Y Martineau Jackson, Jennifer A Livesley
1Author Affiliations: Providence College School of Nursing and Health Sciences, Providence, Rhode Island (Dr Delaney, Dr Martineau Jackson, Mrs Livesley, and Dr Lane); and Providence College School of Arts & Sciences, Lucille & Leo Caiafa, Jr. Center for Psychological Sciences, Providence, Rhode Island (Dr O'Keeffe).
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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