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.
