Impact of mindfulness-based interventions on stress, anxiety and depression among nursing students: A systematic review and meta-analysis

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2026-05-01 Epub Date: 2026-04-24 DOI:10.1016/j.nepr.2026.104841

Bin Shen , Jianjiang Liu , Qiaoxia Lv

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引用次数: 0

Abstract

Aim

This updated systematic review and meta-analysis aimed to evaluate the effectiveness of mindfulness-based interventions (MBIs) in reducing stress, anxiety, depression and improving mindfulness among nursing students.

Background

Nursing students often experience significant psychological distress due to the demanding academic and clinical environments of nursing education. MBIs have been increasingly used to reduce distress and enhance well-being. However, the strength and certainty of the available evidence remain variable, warranting an updated synthesis.

Design

Systematic review and meta-analysis.

Methods

Following PRISMA 2020 guidelines, five databases were searched up to September 2025 for randomized controlled trials (RCTs) on MBIs in nursing students. Two reviewers independently extracted data and assessed risk of bias using RoB2. Pooled standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using Stata 17.0 software. Subgroup, sensitivity and meta-regression analyses explored heterogeneity. Evidence certainty was assessed using the GRADE approach.

Results

Eighteen RCTs were included. MBIs were associated with reductions in anxiety (SMD = −0.49), depression (SMD = −0.43), stress (SMD = −0.54) and with an improvement in mindfulness (SMD = 0.40). Subgroup analyses showed no significant differences between face-to-face and online delivery modes across outcomes. A significant stage-based difference was observed for stress, with larger pooled effects in clinical-phase students.

Conclusions

This meta-analysis provides moderate certainty evidence suggesting that MBIs are associated with improvements in psychological well-being among nursing students. However, given methodological limitations, further well-designed RCTs with longer follow-up are needed to strengthen the evidence base.

查看原文本刊更多论文

正念干预对护生压力、焦虑和抑郁的影响：一项系统回顾和荟萃分析。

目的：本更新的系统综述和荟萃分析旨在评估正念干预（MBIs）在减轻护理学生压力、焦虑、抑郁和改善正念方面的有效性。背景：由于护理教育的苛刻的学术和临床环境，护理学生经常经历显著的心理困扰。mbi越来越多地用于减少痛苦和提高幸福感。然而，现有证据的强度和确定性仍然是可变的，因此需要更新综合。设计：系统回顾和荟萃分析。方法：根据PRISMA 2020指南，检索截至2025年9月的5个数据库，检索护理专业学生mbi的随机对照试验（rct）。两名审稿人独立提取数据并使用RoB2评估偏倚风险。采用Stata 17.0软件计算95%置信区间（ci）的合并标准化平均差（SMDs）。亚组、敏感性和meta回归分析探讨异质性。使用GRADE方法评估证据确定性。结果：共纳入18项随机对照试验。mbi与焦虑（SMD = -0.49）、抑郁（SMD = -0.43）、压力（SMD = -0.54）的减少以及正念（SMD = 0.40）的改善有关。亚组分析显示，面对面和在线教学模式在结果上没有显著差异。在压力方面观察到显著的阶段差异，在临床阶段的学生中有更大的综合效应。结论：本荟萃分析提供了中等确定性的证据，表明mbi与护理学生心理健康的改善有关。然而，考虑到方法学的局限性，需要进一步设计良好、随访时间较长的随机对照试验来加强证据基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.