Aug 2026· Global Nursing Insights· 0 citations· 32 references
TL;DR
Findings support embedding mind-body practices into nursing curricula and continuing education programs, using experiential learning to foster holistic well-being, lifelong learning, and professional competence.
Abstract
Aim: Nursing students experience considerable stress from academic and life pressures, underscoring the need for supportive strategies across both undergraduate education and lifelong professional development. Integrating mind-body-based practices into curricula may enhance well-being, resilience, and competence. This study aimed to explore nursing students’ learning experiences in the “Mind-Body-Based Practices in Nursing” course. Material and Methods: Semi-structured online interviews (October 2024–February 2025) were conducted with 17 students from a public university and analyzed using reflexive thematic analysis.Results: Participants’ mean age was 22.41 years (SD = 0.93), and most were female (88.24%). Six themes emerged: inspirations for taking the course, a genuine touch to nursing education, reflections on mind-body practices in daily life, perceptions of the course structure, one-word impressions, and perspectives from a professional standpoint.Conclusions: Findings support embedding mind-body practices into nursing curricula and continuing education programs, using experiential learning to foster holistic well-being, lifelong learning, and professional competence.Implication for nursing practice: Wider institutional partnerships and postgraduate training initiatives may facilitate the national and international scaling of mind–body education and strengthen holistic, evidence-based nursing practice.
The study underscores the importance of aligning theoretical instruction with clinical practice through stronger supervision, availability of clinical materials, and improved collaboration between training schools and clinical sites to enhance student competence and contribute to quality nursing care in Zambia.
Sarah Banda, Lonia Mwape, C. Ngoma· Texila international journal...· 0 citations
Background: Cultural diversity in healthcare necessitates that nursing students possess the ability to comprehend the diverse values, beliefs, and practices of patients. Understanding how nursing students experience multicultural education is important for developing cultural competence, effective communication, and culturally sensitive professional attitudes.
Purpose: To explore nursing students’ lived experiences and their interpretation of multicultural nursing education.
Method: A qualitative approach with a phenomenological design. A total of 12 diploma nursing students were selected by purposive sampling as participants. Data were collected through semi-structured in-depth interviews and analyzed phenomenologically through the process of meaning identification, thematic grouping, and experiential interpretation.
Results: The results of the study produced five main themes, namely cultural awareness as the basis for learning, experience of adaptation to cultural differences, the role of lecturers in learning, communication challenges in clinical practice, and the formation of professional attitudes based on cultural sensitivity. The findings suggest that the meaning of multicultural nursing education is formed through classroom learning experiences and clinical practice.
Conclusion: Multicultural nursing education plays an important role in shaping students' cultural competencies, including awareness, adaptability, communication, and professional attitudes. The integration of multicultural learning in the curriculum is necessary to prepare students to deal effectively with the diversity of patients.
Edison Kabak· Malahayati International Jou...· 0 citations
It is posited that learning spaces are co-constructed through interactions among students, resources, and institutional structures and should balance structure with flexibility, foster competence through optimal challenge, and promote inclusive relatedness to sustain motivation and meaningful engagement.
Roger Arnold Marchen, Kristin Nilsen Sollied, Rønnaug Dahlviken et al.· Nurse Education Today· 0 citations
PurposeTo explore how undergraduate nursing students from different academic years experience and describe their spiritual development, and to explain how this process contributes to holistic professional formation.DesignA qualitative grounded theory study informed by Corbin and Strauss was conducted.MethodsTwenty-one undergraduate nursing students from different academic years participated in semi-structured interviews, and 11 of them also completed reflective online diaries. Data collection and analysis were conducted concurrently using constant comparative analysis. Ethical approval was obtained.FindingsSpiritual development emerged as a meaning-oriented process situated within holistic professional formation, characterized by a movement from externally guided reassurance toward internally grounded meaning-making. Emotionally demanding clinical experiences disrupted students' assumptions and generated uncertainty. When supported through reflection and relational engagement, these experiences contributed to self-awareness, internal grounding, and students' capacity for presence, compassion, and engagement in care.ConclusionsFindings challenge the assumption that clinical exposure alone supports students' spiritual development. The MAMA-BEAR model offers a substantive grounded theory explaining how academic and clinical environments may support spiritual development as part of holistic professional formation, with implications for curricula, educator preparation, and whole-person care.
Revital Shapira, Sílvia Caldeira· Journal of Holistic Nursing· 0 citations
The effectiveness of a structured project planning course in enhancing nursing students' individual innovativeness, especially in areas such as opinion leadership and risk-taking, is demonstrated.
M. Tunçer, Nurten Özen· Nurse Education Today· 0 citations
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