Evaluating the effectiveness of mindfulness-based interventions on academic burnout and perceived stress among nursing students: an interventional study in Indonesia

Abstract

Academic burnout and perceived stress are prevalent issues among nursing students worldwide including in Indonesia. To deal with these health concerns, various approaches has been well conducted including Mindfulness-Based Interventions (MBIs). MBIs are recognized as effective strategies to alleviate academic burnout in particular population. The study used quasi-experimental design with pre- and post-test control group design. All the criteria (inclusion and exclusion) were set before study initiate. Eighty participants were divided into control and intervention groups (40 each) via sequential sampling. Tools used included the Maslach Burnout Inventory-Student Survey (MBI-SS) and Perceived Stress Scale (PSS). All the instruments were evaluated of its validity and reliability profile. Statistical analyses (paired and independent sample t-tests) revealed significant reductions in burnout and stress in the intervention group compared to minimal change in the control group (p < 0.00). Differences in academic burnout and stress scores were also significant between groups. These findings suggest MBIs effectively reduce academic burnout and perceived stress in nursing students. This approach offers a valuable insight for educational and mental health support in this population. The implications for nurses include the need to recognize and address academic burnout and perceived stress in themselves and their peers to maintain mental well-being and professional effectiveness. Implementing MBIs as part of self-care practices can enhance resilience, reduce stress, and prevent burnout. Additionally, nurses who experience the benefits of MBIs may advocate for integrating such programs into nursing education and clinical training.

Keywords: Burnout, community nursing, Mindfulness-Based Interventions, nursing care, nursing students