Almarwani Abdulaziz Mofdy, AbuAlula Nada A, Ebeid Inas A
Department of Nursing Administration and Education, College of Nursing, Taibah University, Madinah, Saudi Arabia.
Department of Psychiatric Nursing, College of Nursing, Taibah University, Madinah, Saudi Arabia.
Int J Ment Health Nurs. 2025 Jun;34(3):e70053. doi: 10.1111/inm.70053.
In nursing practice, sound academic performance, critical thinking, and clinical reasoning are crucial to achieving academic excellence and clinical success. Mindfulness and psychological capital present promising approaches to addressing challenges encountered in nursing education and practice. The aim of this study was to investigate the empirical and conceptual associations between mindfulness, psychological capital, and academic achievement and the mediating effects of psychological capital on the relationship between mindfulness and academic achievement. A cross-sectional quantitative study was conducted from April to September 2024 among 406 undergraduate nursing students in Saudi Arabia using the Five Facet Mindfulness Questionnaire, the 12-item Psychological Capital Questionnaire, and grade point average (GPA) as a measure of academic achievement. Covariance-based structural equation modelling analysis revealed that only the acting with awareness and nonjudging facets had direct positive relationships with academic achievement. Psychological capital was positively related to academic achievement and mediated the relationship of mindfulness facets (observing, describing, acting with awareness, and nonreactivity) with academic achievement. Thus, this study provides evidence of the positive interrelationships between specific mindfulness facets, psychological capital, and academic achievement. Its results contribute to both theory and practice by adding to the existing myriad determinants of academic achievement. The findings also guide students, teachers, and practitioners in the field of nursing in adopting interventions for enhancing both mindfulness and psychological capital to cultivate sustainable academic excellence in nursing education.
在护理实践中，良好的学业成绩、批判性思维和临床推理能力对于实现学术卓越和临床成功至关重要。正念和心理资本为应对护理教育和实践中遇到的挑战提供了有前景的方法。本研究的目的是调查正念、心理资本与学业成绩之间的实证和概念关联，以及心理资本在正念与学业成绩关系中的中介作用。2024年4月至9月，对沙特阿拉伯的406名本科护理专业学生进行了一项横断面定量研究，使用五因素正念问卷、12项心理资本问卷，并将平均绩点（GPA）作为学业成绩的衡量指标。基于协方差的结构方程模型分析表明，只有有意识行动和不评判这两个方面与学业成绩有直接的正相关关系。心理资本与学业成绩呈正相关，并在正念各方面（观察、描述、有意识行动和不反应）与学业成绩的关系中起中介作用。因此，本研究为特定正念方面、心理资本和学业成绩之间的积极相互关系提供了证据。其结果通过增加现有的众多学业成绩决定因素，对理论和实践都有贡献。研究结果还指导护理领域的学生、教师和从业者采用干预措施来提高正念和心理资本，以在护理教育中培养可持续的学术卓越。
