Reflective mindfulness and emotional regulation training to enhance nursing students' self-awareness, understanding, and regulation: a mixed method randomized controlled trial.
Study Goal
The researchers aimed to evaluate whether Reflective Mindfulness and Emotional Regulation Training (RMERT) improved nursing students' self-awareness, emotional regulation, and mindfulness, ultimately enhancing their well-being and professional development.
Results Summary
The intervention group showed significant improvements in self-awareness, emotional regulation, and mindfulness compared to the control group, with reduced emotional suppression and better reflection on emotions. Limitations include a small sample size and retrospective trial registration.
Population
Forty fourth-year undergraduate nursing students (intervention group n=20, control group n=20).
Effective Dosage
Six-week RMERT program (specific frequency not detailed).
Duration
Six weeks.
Interactions
None mentioned.
| Intervention | Direction | Endpoint | Population | Dosage | Impact | Claim # |
|---|---|---|---|---|---|---|
Reflective Mindfulness and Emotional Regulation Training (RMERT) | increase | self-awareness, understanding, and emotional regulation | nursing students | - | significantly improved | #1 |
Reflective Mindfulness and Emotional Regulation Training (RMERT) | increase | mindfulness | students | - | displayed an increased capacity for | #2 |
Reflective Mindfulness and Emotional Regulation Training (RMERT) | decrease | emotions | students | - | decreased tendency to suppress | #3 |
Reflective Mindfulness and Emotional Regulation Training (RMERT) | increase | positive and negative emotions | students | - | greater comfort in reflecting on | #4 |
BACKGROUND: Nursing students encounter significant academic and psychological challenges that can impede their transition from theoretical knowledge to practical application, affecting their well-being and professional development. OBJECTIVE: This study aimed to evaluate the effectiveness of Reflective Mindfulness and Emotional Regulation Training (RMERT) in improving nursing students' self-awareness, understanding, and emotional regulation. DESIGN AND METHODS: This study employed a convergent parallel mixed-method randomized controlled trial design. Forty fourth-year undergraduate nursing students were randomly assigned using simple randomization (computer-generated random numbers) into either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in a six-week RMERT program designed to enhance self-awareness, understanding, and emotional regulation. The control group continued with standard course activities. Quantitative data were collected pre- and post-intervention using the Emotion Regulation Questionnaire (ERQ) and the Mindful Attention Awareness Scale (MAAS), and analyzed using SPSS. Qualitative data, gathered exclusively from the intervention group through recorded reflective group sessions, were analyzed using thematic analysis. RESULTS: The intervention group exhibited significantly improved self-awareness, understanding, and emotional regulation compared to the control group. Additionally, students displayed an increased capacity for mindfulness, a decreased tendency to suppress emotions, and greater comfort in reflecting on positive and negative emotions. CONCLUSION: Integrating RMERT into nursing curricula may enhance nursing students' well-being and professional growth, mainly when counseling resources are limited. The program can improve self-awareness, understanding, and regulation skills necessary for effective nursing practice. IMPLICATION FOR NURSING PRACTICE: Integrating RMERT into nursing curricula enhances self-awareness, emotional regulation, and reflective practice. This approach equips students with essential skills for managing clinical stress and building therapeutic relationships. As future nurses, they develop resilience, clinical reasoning, and empathetic patient care, ultimately elevating care quality and professional growth in diverse healthcare settings. TRIAL REGISTRATION NUMBER: The study was registered retrospectively on https://register. CLINICALTRIALS: gov/ on 23 of December 2024 under the reference number: NCT06760962.