Karakurt Nurgul, Durmaz Hatice
Faculty of Health Sciences, Nursing Department, Erzurum Technical University, Erzurum, Turkey.
Faculty of Nursing, Pysciatric Nursing Department, Ataturk Univercity, Erzurum, Turkey.
BMC Psychol. 2025 Aug 22;13(1):955. doi: 10.1186/s40359-025-03334-3.
Nursing students frequently encounter significant psychological stressors during their education, placing them at increased risk for reduced subjective well-being and mental health challenges. Mindfulness-Based Stress Reduction programs have emerged as promising interventions to enhance psychological resilience and well-being in this vulnerable population.
This experimental study utilized a pretest–posttest design with experimental and control groups. A total of 60 nursing students participated, with 30 assigned to the experimental group and 30 to the control group. Nursing students’ subjective well-being was assessed using the Subjective Well-Being Scale before and after the intervention. The experimental group participated in an eight-week Mindfulness-Based Stress Reduction program adapted from Kabat-Zinn’s model, consisting of two 30-40-minute sessions per week, while the control group received no intervention. Data were analyzed using independent samples t-tests to compare differences between groups and paired samples t-tests for within-group changes.
No significant difference was observed in pretest subjective well-being scores between the groups ( > 0.05). Post-intervention analysis revealed a statistically significant increase in subjective well-being scores in the experimental group compared to the control group ( < 0.001). Within-group comparisons showed a significant improvement in subjective well-being for the experimental group, while the control group exhibited a decline ( < 0.001).
Participation in an eight-week Mindfulness-Based Stress Reduction program significantly improved the subjective well-being of nursing students, suggesting its potential as an accessible and effective intervention for supporting their mental health. These findings underscore the importance of integrating mindfulness-based programs into nursing education to promote resilience and prevent emotional exhaustion.
护理专业学生在学业期间经常面临重大的心理压力源，这使他们主观幸福感降低和心理健康面临挑战的风险增加。基于正念减压的项目已成为一种有前景的干预措施，可增强这一弱势群体的心理韧性和幸福感。
本实验研究采用实验组和对照组的前后测设计。共有60名护理专业学生参与，其中30名被分配到实验组，30名被分配到对照组。在干预前后，使用主观幸福感量表对护理专业学生的主观幸福感进行评估。实验组参加了一项基于卡巴金模型改编的为期八周的正念减压项目，每周有两个30至40分钟的课程，而对照组未接受任何干预。使用独立样本t检验分析数据以比较组间差异，并使用配对样本t检验分析组内变化。
两组在干预前的主观幸福感得分上未观察到显著差异（>0.05）。干预后分析显示，与对照组相比，实验组的主观幸福感得分有统计学上的显著提高（<0.001）。组内比较显示，实验组的主观幸福感有显著改善，而对照组则有所下降（<0.001）。
参加为期八周的正念减压项目显著提高了护理专业学生的主观幸福感，表明其作为一种支持他们心理健康的可及且有效干预措施的潜力。这些发现强调了将基于正念的项目纳入护理教育以促进韧性和预防情绪耗竭的重要性。
