Thesis Abstract

Abstract
This thesis investigates the impact of mindfulness-based interventions on stress and burnout among nursing students through a systematic review and meta-analysis. Nursing students are particularly vulnerable to high levels of stress and burnout due to the demanding nature of their academic and clinical training. Mindfulness-based interventions have gained popularity as potential strategies to reduce stress and burnout in various populations, including healthcare professionals. However, the specific effects of these interventions on nursing students remain unclear. This study aims to address this gap by systematically reviewing and synthesizing existing literature on mindfulness-based interventions in nursing education. A comprehensive search strategy was employed to identify relevant studies published in peer-reviewed journals. The inclusion criteria focused on studies that implemented mindfulness-based interventions among nursing students and assessed their impact on stress and burnout. The systematic review revealed a diverse range of mindfulness-based interventions utilized in nursing education, including mindfulness training programs, meditation practices, and stress reduction techniques. The findings indicate a general trend towards positive outcomes associated with these interventions, such as decreased stress levels, improved mental well-being, and enhanced coping mechanisms. Furthermore, the meta-analysis conducted in this study quantitatively synthesized the results of selected studies to provide a more robust assessment of the overall effectiveness of mindfulness-based interventions on stress and burnout among nursing students. The results of the meta-analysis demonstrated a significant reduction in stress levels and burnout symptoms following participation in mindfulness-based interventions. The implications of these findings are discussed in the context of nursing education and student well-being. The potential benefits of integrating mindfulness-based interventions into nursing curricula are highlighted, along with recommendations for future research and practice. This study contributes to the growing body of evidence supporting the use of mindfulness-based interventions as a valuable tool for promoting mental health and resilience among nursing students. In conclusion, this thesis underscores the importance of addressing stress and burnout among nursing students and advocates for the implementation of mindfulness-based interventions as a proactive approach to supporting student well-being. Further research is warranted to explore the long-term effects of these interventions and their applicability in different educational settings. Ultimately, promoting a culture of mindfulness in nursing education can foster a healthier and more resilient student population, ultimately benefiting both students and the healthcare system at large.

Thesis Overview