موسی آغال

Mindfulness-based interventions are one of the third generation or the third wave cognitive-behavioral therapies, which has its roots in Buddhism. In other words, these interventions are considered a kind of meditation and can reduce stress. The clinical self-efficacy of nursing students will enhance their ability to learn nursing concepts and skills. Therefore, the present study aimed to determine the effect of mindfulness-based education on the students’ clinical self-efficacy.

This quasi-experimental study had a sample size of 46 cases who were randomly selected from nursing students of Boukan Nursing School and divided into two groups of control and intervention. The data were collected using a self-efficacy clinical questionnaire for the nursing students. The intervention was carried out based on the guidelines of Kabat-Zinn mindfulness sessions. Data were analyzed in SPSS software (version 20) through descriptive tests and t-test.

The study revealed that the mean±SD scores of the students’ self-efficacy after the intervention were 79.92±13.61 and 64.78±16.02 in the intervention and control groups, respectively, which shows a statistically significant difference between these two groups (P<0.001). Moreover, the mean scores of the students’ self-efficacy in the intervention group increased from 66.71±15.01 to 79.92±13.61 (P<0.001).

The attendance of nursing students in mindfulness-based courses and workshops has a significant impact on increasing their clinical self-efficacy. Therefore, not only do these training courses advance the level of self-efficacy in students, but also they improve the provision of medical care provided to the patients.