The U.S. is in the midst of a nursing shortage, with an expectation in the next five years 42 out of 50 states will likely experience nursing staff shortages. In order to address the shortage – often because of lingering pandemic burnout – nursing education is evolving to give nurses the tools and training they need to manage stress and burnout, in addition to preparing them for many other challenges they’ll face in the workplace.
As part of this evolution, Drexel University’s College of Nursing and Health Professions has created a 10‐week graduate-level “Mindfulness Meditation” class. The course is setting new standards — not only in reducing stress and burnout among students, but also in equipping future health care practitioners with essential self-care tools – to create a better education path to prepare nurses holistically.
While the course has anecdotally been a success, to better understand its impact, Rita Carroll, PhD, an assistant clinical professor, Jackie Murphy, PhD, an associate clinical professor, and Jennifer Myers, an assistant clinical professor, all in the College of Nursing and Health Professions, surveyed students who completed the course — asking them to evaluate their perceptions of their stress, their overall mindfulness, and the corresponding five facets of mindfulness (observing, describing, acting with awareness, nonjudging and nonreactivity).
The results of the study, which suggest that courses like this could play an important role in nursing education, were published in the Journal of Holistic Nursing.
Carroll spoke with the Drexel News Blog to share her insights that emerged from the study.
How and why did this become an integral part of the College of Nursing and Health Professions’ Complementary and Integrative Health program?
Our course’s integration into the Complementary and Integrative Health program was a strategic response to the escalating stress levels and burnout risks faced by graduate students in the health professions. Informed by Jean Watson’s Theory of Human Caring, the course was designed to empower students to care for themselves so they can better care for others.
Integrating the Mindfulness Meditation course as an elective in our Complementary and Integrative Health program and the Graduate Nursing Division reinforces our commitment to stress management and well-being as fundamental to thriving in a health care environment.
Can you briefly explain Jean Watson’s Theory of Human Caring and why it informed this course?
Jean Watson’s Theory of Human Caring provides a compelling rationale for incorporating mindfulness meditation into graduate nursing education, emphasizing that self-care is not self-indulgent, but a professional and moral obligation. Watson’s Caritas Processes explicitly advocate for nurses’ use of mindfulness practices to develop self-awareness and authentic presence — skills fundamental to both self-care and compassionate patient care. By teaching mindfulness meditation to graduate nursing students, future leaders in health care are equipped with sustainable skills that enhance their well-being and that of those in their care and their colleagues.
Do other nursing school programs offer this type of course?
While mindfulness content is increasingly recognized across many nursing curricula, few programs offer a dedicated, for-credit mindfulness meditation elective course like Drexel. Many institutions integrate mindfulness practices into broader wellness initiatives, yet our course stands out as a focused, comprehensive exploration of mindful techniques specifically tailored to the unique pressures of graduate nursing education. This emerging trend signals a growing acknowledgment of holistic care as a critical component in preparing compassionate health care leaders.
What are some of the unique pressures graduate nursing students are facing?
The nursing profession is facing unprecedented levels of stress and burnout exacerbated by the COVID-19 pandemic and its aftermath. These concerning trends not only threaten the well-being of individual nurses, but also compromise the quality of care provided. Nurses are also experiencing high levels of anxiety, depression, insomnia and trauma. Chronic stress related to workplace conditions, such as heavy workloads, caregiver fatigue, environmental safety issues and a perceived lack of support are prevalent, with little hope of resolution due to thefinancial challenges many health systems are experiencing. For graduate nursing students, the competing demands of full-time work, family and financial obligations, and academics compound the effect, creating a unique set of stressors.
What have nurses been going through in the workforce during and since the pandemic?
Nurses are experiencing record levels of stress leading to workplace burnout. The World Health Organization (WHO) defines burnout as an occupational syndrome resulting from chronic and unmanaged workplace stress. It is characterized by exhaustion, dissociation from one’s job and decreased productivity. Rates of burnout in nursing are widespread and on the rise, frequently surpassing those of other careers, especially since the COVID-19 pandemic. Nurses are leaving the profession due to the unrelenting stress, creating nursing shortages and greater demands on those who remain in the profession.
What is the biggest takeaway from this research?
The most striking finding from our study is that even relatively short mindfulness practices during a 10-week course can significantly reduce perceived stress, while simultaneously enhancing mindfulness among graduate nursing students. Participants not only reported measurable improvements in stress management and overall well-being, but they also experienced transformative personal growth —gaining a deeper self-awareness that will serve them well throughout their professional careers. This dual impact underscores the potential of mindfulness practices to reshape how nurses experience their work and their personal lives.
Why are these findings important?
One of the aims of our study was to highlight the extreme levels of stress and the ways to mitigate that stress through mindfulness micro-practices.
These findings carry substantial weight on multiple fronts:
- Student Well-being: By lowering stress and fostering mindfulness, the course creates a buffer against the burnout and mental health challenges that are all too common in health care education.
- Enhanced Person-Centered Care: Nurses who cultivate self-awareness and self-care may be better equipped to offer compassionate, person-centered care.
- Professional Resilience: Integrating mindfulness into health professions education can create a culture of continuous personal and professional development, ensuring that future health care leaders are resilient and capable of handling the demands of a rapidly evolving field.
Can you give examples of some of the techniques or practices that were taught in the course?
The course offered a rich array of mindfulness practices that catered to the busy schedules of graduate students:
- Conscious Breathing: Techniques like the 4-7-8 breathing method help to regulate the nervous system and reduce stress.
- Body Scanning: This practice fosters awareness of bodily sensations, promoting awareness, relaxation, and grounding.
- Walking Meditation: This meditation allows students to integrate mindfulness into purposeful and focused movement to enhance presence and intention.
- Guided Imagery: Visual imagery and gentle audio instructions encourage students to engage in a sensory journey to deactivate the stress response.
- Journaling: Reflective writing supports self-discovery and helps track progress over time.
What comes next?
The promising outcomes of our mindfulness course pave the way for several exciting developments:
- Expanded Scope: The next phase of this research is evaluating resilience and grit as factors that can be protective against burnout.
- Broader Implementation: We would love to see this model adopted throughout Drexel to prepare graduates to navigate the demands of life after graduation.
- Customized Mindfulness Toolkits: By encouraging students to develop personalized mindfulness practices, we hope to foster sustainable self-care strategies that extend well beyond the course room.
- Cultural Shift in Health Care: Ultimately, our goal is to inspire a shift in health care culture—one where self-care is seen as essential to delivering high-quality, compassionate care.
Our study demonstrates that integrating mindfulness meditation into graduate nursing education isn’t just beneficial — it’s transformative. By equipping students with the tools to manage stress and enhance self-awareness, we are not only nurturing the health and well-being of nurses, but also paving the way for a more resilient health care system. We hope our research will spark further innovations and encourage institutions to prioritize mindfulness as a vital component of professional development.
We saw this as a priority in developing our electives and I will continue to advocate for this kind of course to be part of a core curriculum for all health professionals.
Reporters interested in speaking with Carroll should contact Annie Korp, assistant director, News and Media Relations, at 215-571-4244 or amk522@drexel.edu.
