Nurse education in practice · 2026
Effects of a culturally adapted mindfulness-based intervention on stress, psychological resilience and academic self-efficacy among nursing students in Somalia: A randomized controlled trial.
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Koyuncu Fadime, Yuceer Bugse
Аннотация
AIM: To examine the effects of a culturally adapted mindfulness-based intervention on perceived stress, psychological resilience and academic self-efficacy among undergraduate nursing students in Somalia.
BACKGROUND: Nursing students experience high levels of academic and clinical stress, which may negatively affect psychological resilience and academic self-efficacy. Although mindfulness-based interventions improve student well-being, evidence from low-resource and conflict-affected settings remains limited.
DESIGN: Randomized controlled trial METHODS: A total of 44 undergraduate nursing students were recruited from a nursing faculty in Somalia and randomly allocated to an intervention group (n = 22) or a control group (n = 22). The intervention group participated in a three-week, culturally adapted mindfulness-based programme delivered online, while the control group continued routine academic activities. Data were collected at baseline and immediately post-intervention using the Perceived Stress Scale, the Connor-Davidson Resilience Scale Short Form and the Academic Self-Efficacy Scale. Data were analysed using two-way repeated measures ANOVA.
RESULTS: Significant group × time interaction effects were observed for perceived stress, psychological resilience and academic self-efficacy (p < 0.001). Compared with the control group, students in the intervention group demonstrated a significant reduction in perceived stress and significant increases in psychological resilience and academic self-efficacy over time. No significant changes were observed in the control group across the study period.
CONCLUSIONS: A culturally adapted mindfulness-based intervention was associated with improvements in reducing perceived stress and enhancing psychological resilience and academic self-efficacy among undergraduate nursing students in a low-resource educational setting.
BACKGROUND: Nursing students experience high levels of academic and clinical stress, which may negatively affect psychological resilience and academic self-efficacy. Although mindfulness-based interventions improve student well-being, evidence from low-resource and conflict-affected settings remains limited.
DESIGN: Randomized controlled trial METHODS: A total of 44 undergraduate nursing students were recruited from a nursing faculty in Somalia and randomly allocated to an intervention group (n = 22) or a control group (n = 22). The intervention group participated in a three-week, culturally adapted mindfulness-based programme delivered online, while the control group continued routine academic activities. Data were collected at baseline and immediately post-intervention using the Perceived Stress Scale, the Connor-Davidson Resilience Scale Short Form and the Academic Self-Efficacy Scale. Data were analysed using two-way repeated measures ANOVA.
RESULTS: Significant group × time interaction effects were observed for perceived stress, psychological resilience and academic self-efficacy (p < 0.001). Compared with the control group, students in the intervention group demonstrated a significant reduction in perceived stress and significant increases in psychological resilience and academic self-efficacy over time. No significant changes were observed in the control group across the study period.
CONCLUSIONS: A culturally adapted mindfulness-based intervention was associated with improvements in reducing perceived stress and enhancing psychological resilience and academic self-efficacy among undergraduate nursing students in a low-resource educational setting.