Mindfulness-Based Intervention for Nursing Students in Somalia

This study aims to evaluate the effectiveness of a mindfulness-based intervention on stress levels, psychological resilience, and academic self-efficacy among nursing students in Somalia. Nursing students often experience high levels of stress due to academic demands, clinical training, and challenging social and environmental conditions. Mindfulness-based interventions have been shown to improve mental well-being and coping skills in various student populations, but evidence from low-resource and conflict-affected settings remains limited. In this randomized controlled trial, nursing students will be assigned either to a mindfulness-based intervention group or to a control group receiving no intervention during the study period. The intervention consists of structured mindfulness sessions focusing on breathing awareness, body awareness, emotional regulation, and present-moment attention over a three-week period. Outcomes including perceived stress, psychological resilience, and academic self-efficacy will be measured before and after the intervention using validated self-report instruments. The findings of this study are expected to contribute to the understanding of non-pharmacological, low-cost mental health interventions for nursing students in low-resource settings.

This randomized controlled trial was designed to investigate the effects of a mindfulness-based intervention on stress, psychological resilience, and academic self-efficacy among nursing students in Somalia. Nursing students represent a population at increased risk for psychological distress due to intensive academic workloads, exposure to clinical environments, and limited mental health support resources, particularly in low-income and post-conflict settings. The study was conducted among nursing students enrolled at a university-affiliated training institution in Mogadishu, Somalia. Eligible participants were nursing students who voluntarily agreed to participate and provided informed consent. Participants were randomly assigned to either an intervention group or a control group. The intervention group received a structured mindfulness-based program delivered over three weeks, while the control group continued with their routine academic activities without any additional intervention during the study period. The mindfulness-based intervention included guided practices such as mindful breathing, body scan exercises, awareness of thoughts and emotions, and techniques aimed at enhancing present-moment awareness and emotional regulation. Sessions were conducted in a group format and adapted to the cultural and educational context of the participants. Primary outcome measures included perceived stress, psychological resilience, and academic self-efficacy. These outcomes were assessed using validated questionnaires administered at baseline and after completion of the intervention. Data were analyzed to compare changes in outcome measures between the intervention and control groups. This study seeks to provide evidence on the feasibility and effectiveness of mindfulness-based interventions as a low-cost, non-pharmacological strategy to support mental well-being and academic functioning among nursing students in resource-limited settings.