The effects of mindfulness-based interventions on nursing students: A meta-analysis
Abstract
Background Recently, mindfulness interventions have been extensively applied in the field of nursing education. However, no consensus has been reached on whether these interventions can reduce anxiety and depression in nursing students.Objective This meta-analysis was designed to determine the effect of mindfulness interventions on levels of depression, anxiety, stress and mindfulness for nursing students.Design Meta-analysis of randomized controlled trials.Methods The following Chinese and English databases were searched for relevant articles: Pubmed, Embase, Cochrane library, Web of Science, CNKI (China National Knowledge Infrastructure) and Wanfang. The search encompassed the establishment of these databases up until January 2020. Two reviewers separately entered the data into Review Manager Software 5.3.Results A total of 10 randomized controlled trials (RCTs) were reviewed. It was found that mindfulness interventions significantly lowered levels of depression (SMD = -0.42, 95% CI:-0.56 to -0.28, P < 0.001), anxiety (SMD = -0.32, 95% CI:-0.47 to -0.17, P < 0.001) and stress (SMD = -0.50, 95% CI:-0.65 to -0.35, P < 0.001) in nursing students. Furthermore, the interventions raised levels of mindfulness in this group (SMD = 0.54, 95% CI:0.33-0.75, P < 0.001).Conclusions Mindfulness interventions can significantly reduce nursing students' negative emotions, helping them to manage their stress and anxiety. College nursing educators should consider adopting mindfulness interventions in nursing education to promote the mental health of students.
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Mindfulness-based interventions have reduced depression, anxiety, and stress among nursing students.
“mindfulness-based interventions have reduced depression, anxiety, and stress among nursing students [26]”
From Associations of psychological flexibility, mindfulness, and valued living with psychological distress among nursing students (2025) · cites this paper as [26]
The comparative or combined roles of psychological flexibility, mindfulness, and valued living in psychological distress among nursing students remain underexplored.
“their comparative or combined roles in psychological distress among nursing students remain underexplored [24–26].”
From Associations of psychological flexibility, mindfulness, and valued living with psychological distress among nursing students (2025) · cites this paper as [26]
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- Authors
- Chen, X., Zhang, B., Jin, S.-X., Quan, Y.-X., Zhang, X.-W., & Cui, X.-S.
- Affiliations
- Xi'an Jiaotong University (CN)
- Yanbian University (CN)
- Corresponding author
- Cui, Xiang-Shu
- Venue
- Nurse Education Today
- Publisher
- Elsevier BV
- Published
- 2021-03
- Volume
- 98
- Pages
- 104718
- ISSN
- 0260-6917 (ISSN-L)
- OpenAlex
- W3119320939
- Cited by
- 91
- References
- 43
- Citations by year
- 2026: 23 · 2025: 29 · 2024: 17 · 2023: 16 · 2022: 3 · 2021: 3
- FWCI
- 1.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Nurse Education Today (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
- Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
- Keywords
- mindfulness-based interventions, nursing students, depression, anxiety, stress, mindfulness, mental health, nursing education, student well-being
- MeSH terms
- Anxiety, China, Depression, Humans, Students, Nursing, Mindfulness
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