Investigating the Effect of Mindfulness on Academic Enthusiasm and Adjustment of Nursing Students

Abstract

Background and Aim: Nursing students face numerous psychological, educational, and social challenges during their studies that can affect important academic components, including academic enthusiasm and academic adjustment. Among the psychological interventions effective in improving these components is mindfulness training. The aim of this study was to determine the effect of mindfulness training on academic enthusiasm and academic adjustment of nursing students.

Materials and Methods: The present study was an interventional study with a quasi-experimental design of two groups before and after. The statistical population was all undergraduate nursing students in the third semester of Islamic Azad University, Shahrekord Branch. The sample size consisted of 76 students who were selected through convenience sampling and randomly divided into two control and intervention groups (38 students in each group) based on student numbers. The data collection tool was a demographic profile form and the Academic Engagement Questionnaire developed by Fredericks et al., and the Academic Adjustment Questionnaire by Baker and Siryk. Before the intervention, the questionnaires were completed by the study subjects. In order to determine the effect of mindfulness, an intervention program was planned, which was implemented in 8 sessions for four weeks (2 sessions per week for 90 minutes) for the intervention group, but the control group did not receive any intervention or training. After the intervention, the questionnaires were provided to the subjects immediately and one month after the intervention and were completed. Data were analyzed using SPSS software with independent and paired t-tests, analysis of variance with repeated measurements, chi-square, and Fisher’s exact test.

Results: Seventy Six nursing students were included in the study and were randomly assigned to two intervention groups (38) and control groups (38). The mean academic engagement score in the intervention group increased from (37.00±1.10) before the intervention to (49.32±2.85) immediately after the intervention and (48.92±2.74) at the one-month follow-up, which indicated an increase of about %33 compared to before the intervention (P<0.05). While no significant change was observed in the control group (P<0.78). Also, the mean academic adjustment score between the two groups before the intervention was not significantly different (P<0.9). However, immediately and one month after the intervention, a significant difference was observed in favor of the intervention group (P<0.001). Conclusion: The findings of this study showed that mindfulness training can effectively increase academic engagement and academic adjustment in nursing students. The use of these interventions in university support and counseling programs can play an important role in improving students’ academic status.