Gihan Mohamed Mohamed Salem
Lecturer
Reflective mindfulness and emotional regulation training to enhance nursing students’ self-awareness, understanding, and regulation: a mixed method randomized controlled trial
BMC nursing • 2025
Publication Information
Authors
Gihan Mohamed Mohamed Salem, Wilf Hashimi & Ayman Mohamed El-Ashry
Keywords
Mindfulness, Emotional regulation, Nursing students, Nursing education, Self-awareness, Mixed method,
Randomized controlled trial
Journal
BMC nursing
Publisher
Springer Nature
Volume
24
Issue
478
Pages
Not Available
publication.type
International
Paper Link
Open Link
Supplementary Materials
Not Available
Abstract
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.
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.