Restricted accessResearch articleFirst published online 2025
A Comparative Analysis on Mindfulness Interventions Between Certified Registered Nurse Anesthesia and Masters’ Entry Advanced Generalist Nursing Programs
Purpose: The study's purposes were: (a) to explore the impact of mindfulness interventions regarding ease and confidence in the Certified Registered Nurse Anesthesia (CRNA) and Masters’ Entry Advanced Generalist Nursing (MEAGN) graduate nursing programs and (b) to assess and compare the perceptions of mindfulness interventions between students in the CRNA and MEAGN programs. Study design: Descriptive study utilizing pre- and posttest survey instruments. Method: A total of 77 student registered nurse anesthetists (SRNAs) (n = 46) and MEAGN students (n = 31) participated in a mindfulness intervention prior to course activities. The four mindfulness interventions used were music, meditation, guided breathing, and positive affirmation. Data were analyzed using descriptive statistics from pre- and postintervention surveys. Findings: The mindfulness intervention was positively received by students in both programs, as reflected in the confidential pre- and postsurveys. The majority of students in both programs (SRNA and MEAGN) reported feeling more at ease and felt the mindfulness intervention was worthwhile, a sentiment not widely expressed in the presurveys. This mindfulness intervention had a notable impact on students’ mental status and perceptions.
American Nurses Association & American Holistic Nurses Association. (2019). Holistic nursing: Scope and standards of practice (3rd ed.). Nursesbooks.
2.
AryuwatP.AspM.LövenmarkA.RadabutrM.HolmgrenJ. (2023). An integrative review of resilience among nursing students in the context of nursing education. Nursing Open, 10(5), 2793–2818. https://doi.org/10.1002/nop2.1559
3.
BarnesA.KoA. (2025). Integration of mindfulness educational innovation in nursing programs. Journal of Holistic Nursing, 43(1), 60–69. https://doi.org/10.1177/08980101241291616
4.
CarrollR. C.MurphyJ.MyersJ. (2024). Mindful transformation: Investigating the effects of a 10-week graduate-level mindfulness course among nursing students through a mixed methods approach. Journal of Holistic Nursing, 42(4), 393–408. https://doi.org/10.1177/08980101241249792
5.
ConeliusJ.Iannino-RenzR. (2021). Incorporating a mindfulness program in a graduate family nurse practitioner program. Journal of Holistic Nursing, 39(4), 369–372. https://doi.org/10.1177/0898010121997303
6.
DeshpandeA. G.JohnsonJ. R.CastaA. M.MarienM. S.ReiffM. (2024). The impact of a mindfulness-based stress reduction program on university students’ mental health: A mixed-methods evaluation. Journal of American College Health, 72(9), 3791–3801. https://doi.org/10.1080/07448481.2023.2198028
7.
Fite DayC. M.LakatosK. M.DalleyC. B.EshkevariL.O’GuinC. (2022). The experience of burnout in the SRNA population and association with situational and demographic factors. AANA Journal, 90(6), 447–453. https://doi.org/10.18776/00ss0793
8.
FoleyT.Lanzillotta-RangeleyJ. (2021). Stress reduction through mindfulness meditation in student registered nurse anesthetists. AANA Journal, 89(4), 284–289.
9.
Gómez-UrquizaJ. L.Velando-SorianoA.Membrive-JiménezM. J.Ramírez-BaenaL.Aguayo-EstremeraR.Ortega-CamposE.Cañadas-de la FuenteG. A. (2023). Prevalence and levels of burnout in nursing students: A systematic review with meta-analysis. Nurse Education in Practice, 72, Article 103753. https://doi.org/10.1016/j.nepr.2023.103753
10.
HeinrichD. S.O’ConnellK. A. (2024). The effects of mindfulness meditation on nursing students’ stress and anxiety levels. Nursing Education Perspectives, 45(1), 31–36. https://doi.org/10.1097/01.NEP.0000000000001159
11.
HughesV.CologerS.SwobodaS.RushtonC. (2021). Strengthening internal resources to promote resilience among prelicensure nursing students. Journal of Professional Nursing, 37(4), 777–783. https://doi.org/10.1016/j.profnurs.2021.05.008
12.
LazarusR. S.FolkmanS. (1984). Stress, appraisal, and coping. Springer Publishing Company.
13.
LazarusR. S.FolkmanS. (1987). Transactional theory and research on emotions and coping. In MaserJ. D.DavidsonS. L. (Eds.), The psychology of stress: Social issues and interventions (pp. 135–156). Springer.
14.
LowR.KingS.Foster-BoucherC. (2019). Learning to bounce back: A scoping review about resiliency education. Journal of Nursing Education, 58(6), 321–329. https://doi.org/10.3928/01484834-20190521-02
15.
MathewJ.PaddenA. (2020). Institution of a mindfulness program to improve nurse anesthesia students’ self-efficacy, coping skills, and stress management [Doctoral dissertation, Rutgers University-School of Nursing-RBHS], RUcore: Rutgers University Community Repository. https://rucore.libraries.rutgers.edu/rutgers-lib/64679/PDF/1/play/
16.
MelnykB. M.OrsoliniL.TanA.Arslanian-EngorenC.MelkusG. D. E.Dunbar-JacobJ.RiceV. H.MillanA.DunbarS. B.BraunL. T. (2018). A national study links nurses’ physical and mental health to medical errors and perceived worksite wellness. Journal of Occupational and Environmental Medicine, 60(2), 126–131. https://doi.org/10.1097/JOM.0000000000001198
17.
MesiscaJ.MainwaringJ. (2021). Stress, anxiety, and well-being in nurse anesthesia doctoral students. AANA Journal, 89(5), 396–402.
OwensR. A.AlfesC.EvansS.WykaK.FitzpatrickJ. J. (2020). An exploratory study of a 3-min mindfulness intervention on compassion fatigue in nurses. Holistic Nursing Practice, 34(5), 274–281. https://doi.org/10.1097/HNP.0000000000000402
20.
PhillipsK. E.CorcoranK. J. (2024). Stronger together: Group self-care goal-setting to support graduate nursing students’ resilience, wellness, and manage burnout. Nursing Education Perspectives, 45(5), 310–312. https://doi.org/10.1097/01.NEP.0000000000001314
21.
RainbowJ. G.SteegeL. M. (2019). Transition to practice experiences of first- and second-career nurses: A mixed-methods study. Journal of Clinical Nursing, 28(7/8), 1193–1204. https://doi.org/10.1111/jocn.14726
22.
Schulte-FrankenfeldP. M.TrautweinF. M. (2022). App-based mindfulness meditation reduces perceived stress and improves self-regulation in working university students: A randomised controlled trial. Applied Psychology: Health and Well-Being, 14(4), 1151–1171. https://doi.org/10.1111/aphw.12328
23.
SelyeH. (1956). The stress of life. McGrawHill.
24.
StubinC. A. (2023). Steps toward a resilient future nurse workforce. International Journal of Nursing Education Scholarship, 20(1), Article 20220057. https://doi.org/10.1515/ijnes-2022-0057
25.
Torné-RuizA.ReguantM.RocaJ. (2023). Mindfulness for stress and anxiety management in nursing students in a clinical simulation: A quasi-experimental study. Nurse Education in Practice, 66, 1–7. https://doi.org/10.1016/j.nepr.2022.103533
26.
WeiH.DornA.HuttoH.Webb CorbettR.HaberstrohA.LarsonK. (2021). Impacts of nursing student burnout on psychological well-being and academic achievement. Journal of Nursing Education, 60(7), 369–376. https://doi.org/10.3928/01484834-20210616-02
27.
WheelerK.PhillipsK. E. (2021). The development of trauma and resilience competencies for nursing education. Journal of the American Psychiatric Nurses Association, 27(4), 322–333. https://doi.org/10.1177/1078390319878779
28.
WinningtonR.ShannonK.TurnerR.JardenR.McClunie-TrustP.JonesV.MerrickE.DonaldsonA.MacdiarmidR. (2023). Learning experiences of first year graduate entry nursing students in New Zealand and Australia: A qualitative case study. BMC Nursing, 22(1), 74–85. https://doi.org/10.1186/s12912-023-01233-9
29.
WynneS.GarrowA. (2024). Exploring the motivations, expectations, and experience of graduate-entry nursing students: A qualitative research study. Nurse Education Today, 142, Article 106342. https://doi.org/10.1016/j.nedt.2024.106342
