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Could Mindful Attention Be a Precursor to Happiness? Implications for Nurse Education (103608)
Session Chair: Teresa Handy
This presentation will be live-streamed via Zoom (Online Access)
Monday, 20 April 2026 22:30
Session: Session 3
Room: Live-Stream Room 2
Presentation Type: Live-Stream Presentation
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Aim: Nursing students experience a highly stressful academic environment due to intensive coursework, clinical training, and emotional demands, which can detrimentally affect their psychological well-being. Managing these stressors is critical for their academic success and professional development. This study aimed to examine the relationships among Mindfulness, Fear of Missing Out (FoMO), and happiness, focusing on the potential of mindfulness to alleviate stress and enhance mental well-being in nursing students.
Methods: A cross-sectional design was employed, with data collected from 137 nursing students using three validated self-report tools: the Mindful Attention Awareness Scale (MAAS), the Personal Happiness Index-13 (PHI-13), and the FoMO Scale.
Results: Data was collected from 137 full-time nursing students. Mindfulness levels differed significantly by year of study, with first-year students reporting lower mindfulness than senior students (p = .017). Students with lower GPAs also exhibited reduced mindfulness scores (p = .047). Mindfulness was significantly and negatively correlated with FoMO (r = -.426, p ≤ .01) and positively correlated with happiness (r = .354, p ≤ .01). Hierarchical regression showed mindfulness explained 12.6% of variance in happiness (β = .354, p < .001), while adding FOMO increased explained variance to 16.4%.
Conclusion: These findings suggest that higher levels of mindfulness are associated with lower FoMO and greater happiness among nursing students, indicating its potential role in supporting psychological resilience. Integrating mindfulness training into nursing education could serve as a practical strategy to enhance mental well-being and better prepare students for the challenges of their profession. This study contributes to the limited literature on nursing education and mindfulness, highlighting cultural context as a unique factor in mindfulness and FOMO research.
Authors:
Mahmood Almaawali, Sultan Qaboos University, Oman
Aziza Alsawafi, Sultan Qaboos University, Oman
About the Presenter(s)
Dr Mahmood Almaawali is a University Assistant Professor/Lecturer at Sultan Qaboos University in Oman
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