Date of this Version

11-24-2025

Document Type

DNP Project

Rights

default

Abstract

Background:

Student registered nurse anesthetists experience continual high levels of stress, which may lead to psychological distress and poor academic performance. Chronic stress may decrease cognitive function, clinical performance, and patient care. Mindfulness-based training has been shown to improve psychological well-being and academic performance in various student populations. This quality improvement project will help anesthesia providers enhance their knowledge and attitudes toward mindfulness practice and its potential to improve student success. The following PICO question was developed: In anesthesia providers, does an educational program on mindfulness strategies in nurse anesthesia programs, compared to no educational program, increase provider knowledge and attitudes toward decreasing anxiety and stress, and increase academic performance, emotional intelligence, and trait mindfulness?

Method:

The databases utilized in the search included PubMed, Google Scholar, and Cumulative Index of Nursing and Allied Health Literature (CINAHL). The search keywords included mindfulness-based stress reduction, college student, stress, emotional intelligence, and resilience. The exclusion criteria were systematic reviews and literature reviews. Inclusion criteria were publications written in English, available in full-text, and published within 12 years. IRB was exempt from Florida International University. A 13-question pre-test was delivered via Qualtrics, consisting of 7 demographic, 8 knowledge, and 5 attitude questions to determine experience, baseline knowledge, and attitudes toward the practice change. A 10-minute CapCut educational video then followed. A post-survey was then conducted, mirroring the pre-test. Data was then reported using descriptive statistics that compared pre- and post-module results via the Qualtrics platform.

Results:

Fifteen high-level research articles were selected for inclusion in the literature review, which examined the impact of mindfulness-based training in academic settings, similar to that of nurse anesthesia programs. The articles highlighted the potential benefits of improved psychological well-being and academic performance with the implementation of mindfulness-based stress reduction training. Pre- and post-module surveys, used to assess the effectiveness of the educational module, also noted an increased knowledge and attitude toward the utilization and implementation of mindfulness training in nurse anesthesia programs.

Discussion:

Limitations of this study included a small sample size and utilization of an online platform. The utilization of a small sample size limits generalizability. Additionally, the use of an online platform for data collection offers the benefit of increased accessibility; however, it also poses challenges in recruitment and engagement. Currently, available research has investigated the impact of mindfulness training in populations similar to nurse anesthesia students; however, further research is needed to determine its true impact on nurse anesthesia students. The dissemination of this educational module marks the beginning of incorporating mindfulness education by gaining the acceptance of key stakeholders through increased knowledge and positive attitudes regarding the potential for improved academic performance and psychological well-being.

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