Mathkor Darin Mansor
Department of Nursing, College of Nursing and Health Sciences, Jazan University, Jazan, 82911, Saudi Arabia.
Sci Rep. 2025 Jul 28;15(1):27381. doi: 10.1038/s41598-025-11911-0.
Mindfulness has recently gained attention in academia for its potential to improve cognitive performance, collaboration and mental well-being. This study aimed to assess mindfulness levels among Saudi nursing graduate students and examine their association with grade point average (GPA) scores in academic examinations. This cross-sectional study used the Five Facet Mindfulness Questionnaire (FFMQ) to assess mindfulness levels among 276 nursing students (225 females, 51 males) enrolled at Jazan University, Saudi Arabia, just before their mid-semester exams in February 2024. The results showed an average mindfulness score of 121.0 (SD = 10.2), with higher mindfulness scores positively associated with GPA. Key mindfulness facets linked to higher GPA included “acting with awareness” (β = 0.248, CI = 0.133, 0.363, < 0.001), “describing” (β = 0.389, CI = 0.279, 0.499, < 0.001), and “observing” (β = 0.154, CI = 0.036, 0.272, = 0.011). These associations remained significant after adjusting for demographics such as age, sex, marital status, residential area, family income, living with family or in a hostel, and academic level. However, the “non-reactive” and “non-judging” facets showed no association with GPA in both adjusted and unadjusted models ( = 0.134 and 0.728, respectively). The study found that mindfulness levels among Saudi nursing students were moderate, with higher mindfulness scores linked to better academic performance. Regular mindfulness practice may enhance students’ well-being, cognitive abilities, focus, and learning strategies. These findings could guide healthcare educators in integrating mindfulness practices to support mental health and academic success among nursing and other healthcare students.
正念因其在改善认知表现、协作能力和心理健康方面的潜力，最近在学术界受到关注。本研究旨在评估沙特护理专业研究生的正念水平，并考察其与学术考试平均绩点（GPA）分数之间的关联。这项横断面研究使用五因素正念问卷（FFMQ），于2024年2月学期中期考试前，对沙特吉赞大学的276名护理专业学生（225名女生，51名男生）的正念水平进行评估。结果显示，正念平均得分为121.0（标准差=10.2），正念得分越高与GPA呈正相关。与较高GPA相关的关键正念因素包括“有意识行动”（β=0.248，置信区间=0.133，0.363，P<0.001）、“描述”（β=0.389，置信区间=0.279，0.499，P<0.001）和“观察”（β=0.154，置信区间=0.036，0.272，P=0.011）。在对年龄、性别、婚姻状况、居住地区、家庭收入、是否与家人同住或住在宿舍以及学术水平等人口统计学因素进行调整后，这些关联仍然显著。然而，在调整和未调整模型中，“不反应”和“不评判”因素均与GPA无关联（分别为P=0.134和0.728）。研究发现，沙特护理专业学生的正念水平中等，正念得分越高与学业成绩越好相关。定期进行正念练习可能会提高学生的幸福感、认知能力、注意力和学习策略。这些发现可为医疗保健教育工作者提供指导，以整合正念练习，支持护理专业及其他医疗保健专业学生的心理健康和学业成就。
