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
Nurse Education in Practice, cilt.94, 2026 (SCI-Expanded, SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 94
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.nepr.2026.104888
- Dergi Adı: Nurse Education in Practice
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, MEDLINE, Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Sociology Database (ProQuest)
- Anahtar Kelimeler: Culturally adapted intervention, Mindfulness, Nursing students, Stress, Resilience, Academic self-efficacy, Somalia, Randomized controlled trial
- Sağlık Bilimleri Üniversitesi Adresli: Hayır
Özet
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.