Calming the Mind, Strengthening the Nurse: A Mindfulness-Based Intervention for Nursing Students

Background: Nursing students are particularly vulnerable to psychological distress due to the combined demands of academic performance and clinical training. The COVID-19 pandemic has further intensified these stressors. Mindfulness-based interventions (MBIs) have shown promising results in reducing anxiety, stress, and emotional dysregulation in student populations. However, there is limited qualitative research exploring how nursing students in Turkey experience such interventions. Objective: To explore the psychological and experiential outcomes of an eight-session mindfulness-based educational program among nursing students in Turkey, with a focus on anxiety, stress management, and mindfulness awareness. Methods: This study employed a qualitative phenomenological design. Fifteen undergraduate nursing students (aged 21–23) who completed the full mindfulness-based program participated in semi-structured, in-depth interviews. Data were analyzed using Braun and Clarke’s six-phase thematic analysis. The intervention integrated breathing exercises, body awareness, and guided meditation delivered weekly by a certified instructor. Results: Thematic analysis revealed five pre-intervention themes: (1) sources of stress and anxiety, (2) coping strategies, (3) physical and cognitive symptoms, (4) impact on daily/academic life, and (5) limited mindfulness awareness. Post-intervention themes highlighted: (1) increased breath awareness and emotional regulation, (2) improved stress management, (3) enhanced academic focus, (4) integration of mindfulness into daily routines, and (5) strengthened self-awareness and emotional observation. Participants reported decreased anxiety symptoms, more adaptive stress coping, and improved present-moment attention. Conclusions: The intervention contributed to significant psychological shifts in nursing students, enhancing emotional resilience, present-moment awareness, and self-regulation. Findings support the integration of mindfulness practices into nursing curricula to address mental health challenges in healthcare education. Further research with larger samples and longitudinal designs is recommended.