Effects Of Mindfulness Intervention Research Articles

Mindful Attention Awareness among UM Digos University College Students: A Comparative Analysis

Mindful attention awareness involves intentionally being attentive to the current moment without bias, allowing focus on the current moment and what is most important to you, rather than concentrating on thoughts and feelings. This study explores whether mindful attention awareness has significant differences in sex, year level, and department. This research is quantitative and employs a descriptive-comparative design. The data interpretation is performed by JAMOVI software, together with Excel. The Shapiro-Wilk test was utilized to assess normality, but it did not confirm a normal distribution for continuous variables, while mean and standard deviation were used to measure variable levels. The findings revealed that respondents had a moderate range in all sub-scales in the area of mindful attention awareness. The results showed that females had a high significance difference in mindfulness attention awareness. The test of difference shows that sex has an unequal variance, while in year level, only first, second, and fourth-year students had a significant difference in mindfulness attention awareness, and the department had no significant difference in mindfulness attention awareness. The study recommends future researchers on exploring the longitudinal effects of mindfulness interventions on academic achievement and student well-being, which could provide valuable evidence for integrating mindfulness into educational practices.

A literature review addressing the relationship between mindfulness and stress-level

This review explores the effectiveness of mindfulness interventions, particularly Mindfulness-Based Stress Reduction (MBSR), in reducing stress. Existing research supports the positive impact of mindfulness-based therapy on stress, anxiety, and depression. Despite promising outcomes, the limited number of high-quality studies underscores the need for more comprehensive research. Highlighted studies include an 8-week mindfulness program for medical students, demonstrating significant reductions in stress and anxiety, and a pilot study investigating the impact of MBSR on individuals in substance abuse treatment. In the educational context, mindfulness interventions can improve students’ well-being and attention. A study in Granada, Spain, reports positive outcomes in health, school, and family variables post-intervention.In conclusion, while literature supports the positive impact of mindfulness on stress reduction, further robust research, especially in educational settings, is essential to establish effectiveness and guide future interventions.

The effect of a mindfulness intervention (MI) on sleep disturbance (SD) among nurses

Sleep disturbance (SD) makes it difficult for nurses in intensive care units (ICUs) to perform activities that require focused and continual concentration, which raises the risk of medical errors, health issues, loss of sleep, and patient care mistakes. The mindfulness intervention (MI) was created to give participants the capacity to approach their own emotions with non-judgmental awareness and to become more conscious of their thoughts and feelings, and it reduced psychological symptoms. This study examined the effect of MI on SD among nurses. A randomized control trail (RCT) was conducted and recruited 100 nurses from intensive care and medical-surgical units from three hospitals located at the northern and middle regions of Jordan. Bivariate analysis including independent T-test and multiple linear regressions were used to study the differences between the interventional group (MI) and the comparison group (watching mindfulness videos) in terms of the impact on the SD. Nurses reported significant and high levels of SD. MI significantly reduced the level of SD and improved sleep quality among nurses. MI should be integrated into nursing competences to combat the negative impacts of poor sleep quality on nurses and organizational-sensitive outcomes.

Assessing the mindfulness predictors of mental health: does mindfulness practise or dispositional mindfulness better protect young peoples’ mental health?

ABSTRACT Background University is an important time in a young person's life. Although it is a time of exploration, self-discovery and socialising, it is also a time of increased vulnerability to mental health problems such as anxiety and depression. Studies have shown that engagement in mindfulness activities can have a positive effect on mental health. However, research is limited in its scope in particular in relation to stressful (transitional) periods of life. Methods The current study aims to address this issue by providing evidence on the predictive impact of both mindfulness practice and ‘dispositional' (or trait) mindfulness on students’ mental health. In total, we gathered data from 190 first-year students. Results A multiple regression was utilised for data analysis. This showed that ‘dispositional’ mindfulness, but not mindful activity had a significant impact on mental health scores. Conclusion This provides data for future research into the effectiveness of mindfulness interventions for student adaptation to university and potential interventions.

The Effect of Mindfulness Training on Core Self-Evaluation and Academic Burnout

Objective: This research aimed to examine the internal mechanism of core self-evaluation between mindfulness and academic burnout, and the effect of mindfulness interventions on reducing academic burnout. Methods: The study involved the assessment of 764 high school students using the Five Facet Mindfulness Questionnaire (FFMQ), Core Self-Evaluation Scale (CSES), and Academic Burnout Scale (ABS) to examine the relation between mindfulness, core self-evaluation, and academic burnout. Following this, a randomized controlled experimental design can be employed to evaluate the impact of interventions and conduct subsequent surveys.

The Effect of Mindfulness Interventions on the Sleep Quality of Pregnant Mothers in the Second and Third Trimesters of Pregnancy

Background: Sleep disorder is a common problem during pregnancy and a large percentage of pregnant women (especially in the third trimester of pregnancy) experience changes in their natural sleep pattern. Considering the fact that sleep disorder can cause many complications before, during and after childbirth, it is necessary to achieve good sleep quality during pregnancy. Therefore, the present research investigated the effect of mindfulness interventions on the quality of sleep among pregnant mothers in the second and third trimesters of pregnancy. Materials and Methods: The present randomized clinical trial study used pre-education-post-education design in Sabzevar Health Center from 2019 to 2020 on all pregnant women referred for receiving prenatal care. A sample of 98 women who met the inclusion criteria were divided into intervention (n=50) and control groups (n=48). The sleep quality and depression anxiety and stress -21 (DASS-21) questionnaires, were completed by two groups at pre-test, post-test, and one month after the educational intervention. The intervention group received 6 sessions (1 hour and 30 minutes) of mindfulness lessons during 2 months, while the control group received routine pregnancy care and a mindfulness session was performed after completion of the post-education. Data was analyzed by SPSS software (version 20) and descriptive and repeated measures analysis were used. Results: Mindfulness interventions were effective in changing the sleep quality of pregnant mothers (P<0.05). Also, the mean scores of anxiety, stress and depression questionnaires of pregnant mothers, as confounding variables on sleep quality, was significantly changed during different stages of the study (P<0.05). Conclusion: Mindfulness training significantly increased the sleep quality of pregnant mothers. Therefore, mindfulness interventions can be used as effective interventions in improving psychological wellbeing during pregnancy and also reducing the anxiety and stress of pregnant women.

Changes in State Mindfulness are the Key to Success in Mindfulness Interventions: Ecological Momentary Assessments of Predictors, Mediators, and Outcomes in a Four-Week Koru Mindfulness Intervention

It is often assumed that changes in state mindfulness coupled with a decrease in intrusive thinking (e.g., rumination or worry) are the crucial ingredients in mindfulness interventions. We investigate this claim by examining within-person day-to-day changes and causal relationships among these changes in state measures of mindfulness, cognitive interference (a measure of intrusive thinking), depression, well-being, stress, sleep, physical activity, and quality of formal and informal mindfulness practice in a four-week randomized controlled mindfulness intervention with a sample of college students using the Koru mindfulness program; n = 55 for intervention, n = 57 for control; mean age = 21.4). The intervention was effective in improving day-to-day state mindfulness, cognitive interference, and sleep (the effects on all three were linear), but the effects on physical activity, depression, and well-being were not significant. Day-to-day mindfulness (the independent variable) was a predictor of change in daily cognitive interference (the mediating variable), which in turn predicted depression and well-being (dependent variables). The beneficial effects of state mindfulness were demonstrable over a lag of four days, suggesting it is indeed a key ingredient in the effectiveness of mindfulness interventions. Physical activity, sleep, and practice quality did not mediate any effects. One clear implication is that maintaining or restoring high levels of mindfulness, for instance by engaging in meditation or in more informal mindfulness exercises, would be of obvious and direct benefit to mental health and well-being.

Mindfulness-based Interventions as a Breakthrough on Occupational Stress of Working Professionals: A Trilogical Approach

Occupational stress is increasingly recognized as contributing to the deterioration of employees’ productivity and overall performance. Emerging research interest has gained significance in mindfulness in the workplace. Within this body of knowledge, research investigating the effects of mindfulness interventions on employee health and well-being has substantial practical implications for organizations. The current bibliometric study investigates the research landscape of mindfulness-based interventions (MBIs) in the workplace as a breakthrough in occupational stress. The present research study aims to fill the gap in the literature by conducting a scientific and bibliometric mapping of occupational stress in employees, using a methodological trilogy with the application of SMART, Prisma and R bibliometric tools. The analysis focuses on the different trends implanted in using various keywords, authors and journals. A total of N = 642 data consisting of peer-reviewed articles were retrieved from the Scopus database. Research is carried out based on an average citation of 17.44 per document; the research also shows an average citation of 3.632 per year per document. This study fosters to provide an overview of the trends in journals, popular author keywords, authors and country collaboration with the respective source impact, which helps to provide information for researchers in the field of MBIs at the workplace that will set a futuristic potential to propel further with mindfulness training programmes at workplace, thus mitigating the stress levels and improving the well-being of the employees. Advancing scientific understanding by researching MBIs for occupational stress contributes to the body of knowledge of psychology, organizational behaviour and occupational health.

The effect of mindfulness interventions on stress in medical students: A systematic review and meta-analysis.

Medical students have high levels of stress, which is associated with higher incidents of burnout, depression, and suicide compared to age-matched peers. Mindfulness practices have been shown to reduce stress among medical students. The purpose of this systematic review and meta-analysis was to examine if mindfulness interventions have an overall effect on stress outcomes in the high-stress population of medical students globally, particularly given the wide variety of interventions. Any intervention designed to promote mindfulness was included. A comprehensive literature search was completed to include multiple databases, ancestry, and hand-searching and 35 studies were included. Standardized mean difference effect sizes (ES) were synthesized across studies using a random-effects model for changes in stress levels in medical students ≥ 18. Moderator analyses were performed to explore variations in effects by participant and intervention characteristics. Mindfulness interventions significantly improved stress among medical students in both the two-arm studies (d = 0.370, k = 19, n = 2,199, 95% CI 0.239-0.501, p < .001) and one-arm pre-post studies (d = 0.291, k = 30, n = 18 (two cohorts from Dyrbye et al), 95% CI 0.127-0.455, p = 0.001). Moderator analyses found trends in less hours and less required practice resulted in better improvement in stress. This study further confirms that despite a wide variety of mindfulness interventions for medical students around the world, they produce an overall small-to-moderate effect on stress reduction. Future research looking at the most effective protocols for high-stress medical students would be beneficial.

The Effects of Mindfulness on Glycemic Control in People with Diabetes: An Overview of Systematic Reviews and Meta-Analyses.

Background: Previous research has demonstrated the effectiveness of mindfulness interventions in improving glycemic control. By enhancing attention control, emotion regulation, and self-awareness, mindfulness shows promise in managing the lifestyle factors associated with cardiovascular disease risk. However, the impact of mindfulness on glycemic control in people with diabetes remains unclear. This overview aims to summarize the current evidence of the impact of mindfulness interventions on glycemic control in people with diabetes and propose suggestions for future research. Methods: The author searched electronic databases (PubMed/MEDLINE, Embase, and Cochrane Library) to identify relevant systematic reviews and meta-analyses. The current evidence regarding the effects of mindfulness on glycemic control in people with diabetes was summarized. Results: This review evaluated a total of five systematic reviews and meta-analyses of randomized controlled trials (RCTs). Mindfulness interventions show potential for improving glycemic control as measured by hemoglobin A1c (HbA1c) levels, as well as reducing stress, depression, and anxiety in people with diabetes. Four out of five systematic reviews and meta-analyses reported a significant reduction in HbA1c levels by approximately 0.3%. However, the available studies lacked adequate description of key characteristics of study subjects, such as body mass index, medication, and disease conditions, which are essential for assessing the impact of mindfulness on glycemic control. Moreover, there was significant heterogeneity in the intervention methods employed across the included RCTs. Conclusions: Mindfulness interventions are effective in improving glycemic control in people with type 2 diabetes. However, the overall quality of the reviewed studies raises uncertainty regarding the effectiveness of mindfulness as a treatment for people with diabetes. Further research is necessary to elucidate the biological effects of mindfulness on physiological, neurological, and endocrinological functions in humans.

Examining How Headspace Impacts Mindfulness Mechanisms Over an 8-Week App-Based Mindfulness Intervention

ObjectivesTheoretical work proposed that mindfulness interventions function by enhancing various mindfulness mechanisms, including acceptance, attention monitoring, decentering, self-compassion, and nonreactivity. However, much of what is currently known about the effects of mindfulness interventions on mindfulness mechanisms comes from studies assessing these mechanisms pre- and post-treatment, which provides limited insights into how these mechanisms develop over the course of a mindfulness intervention. The present randomized, waitlist-controlled trial investigated how the proposed mindfulness mechanisms change over the course of an 8-week app-based mindfulness intervention (Headspace).MethodA sample of university employees (n = 132; 76.5% female; age M ± SD = 38.5 ± 11.1; 54.5% White) was randomly assigned to participate in a mindfulness intervention (n = 92) or to a waitlist control group (n = 40). Mindfulness mechanisms were assessed using ecological momentary assessment, with participants providing reports on mindfulness mechanisms five times daily for four days during the baseline (pre-treatment), 2nd, 5th, and 8th weeks, resulting in a total of 6,327 assessments.ResultsChanges in the mechanisms of acceptance-attention and nonreactivity were observed from the second week of the intervention onwards, with marginal effects for decentering. These effects showed a steady linear increase in the mindfulness group.ConclusionsResults demonstrate the potential for rapid and sustained improvements in mindfulness mechanisms following an app-based mindfulness intervention.PreregistrationThe study was preregistered on ClinicalTrials.gov: NCT03652168.

Terapi Mindfulness terhadap Kesehatan Mental Remaja

This study aims to identify the effectiveness of mindfulness interventions on mental health conditions in adolescents. The method used is a systematic literature review with seven national and international research articles reviewed utilizing the search engines PubMed, Scopus, Science Direct, and Google Scholar within the last six years. The research results from the identification of 7 research articles found significant effects of mindfulness interventions on adolescent mental health conditions, such as increasing the ability to regulate emotions, resilience, and reducing stress, depression, and anxiety. The conclusion of this literature review strengthens the effectiveness of mindfulness in improving adolescent mental health in a more positive direction.&#x0D; &#x0D; Keywords: Mental Health, Mindfulness, Adolescents

Effectiveness of a Brief Online Mindfulness-Based Intervention for University Students

ObjectivesThe COVID-19 pandemic resulted in a dramatic increase in Web-based education, lacking face-to-face student–teacher and student–student interaction, and consequently impairing students’ sense of belonging to a community, interoceptive awareness, and academic self-efficacy. This study examined how a brief mindfulness-based intervention in an online university course can be effective in enhancing attention resources, developing a stronger sense of academic self-efficacy, and improving the sense of belonging to a community, which represent critical factors affecting students’ participation in online and blended courses.MethodFour-hundred and eighty-six participants (Mage 22.88) completed a battery of measures at pre- and post-treatment. One class (experimental group) participated in a brief online mindfulness-based intervention (42%), whereas the other one (control group) did not take part in the intervention (58%). The intervention included breathing meditation at the beginning of class, sharing of experiences, mini-lectures on mindfulness, and daily practice, and lasted for 28 consecutive days.ResultsParticipants in the experimental group when compared to controls showed a significant increase in the feeling of influencing the course activities (F = 9.628; p < 0.005), in the self-regulation of attention (F = 19.133; p < 0.001), in academic self-efficacy (F = 9.220; p < 0.005), and, particularly, in their self-efficacy in regulating learning (F = 12.942; p < 0.001). The students’ adherence to the assigned practice could partially explain the effectiveness of the intervention.ConclusionsThis study offers useful clues about the effectiveness of mindfulness interventions in the classroom in enhancing sense of belonging to a community, attention grounded in bodily sensations, and academic self-efficacy.PreregistrationThis study is not preregistered.

The Effect of Mindfulness Intervention on the Psychological Skills and Shooting Performances in Male Collegiate Basketball Athletes in Macau: A Quasi-Experimental Study.

This study adopted a quasi-experimental design to examine the effect of a 7-week mindfulness intervention on the psychological coping ability and shooting performance of college-level male basketball athletes in Macau. A total of 43 male college basketball athletes in Macau were selected as the participants. Besides the regular basketball training, the intervention group (n = 23) received a 7-week mindfulness training; the weekly mindfulness intervention session lasted around one hour according to the mindfulness training manual for athletes, while the control group (n = 20) did not receive any mindfulness training. Before and immediately after the 7-week intervention, all players performed the following tests: the "Five-Facet Mindfulness Questionnaire", the "Acceptance and Action Questionnaire", the "Sport Competition Anxiety Test", the "Mindfulness Attention Awareness Scale", and three shooting tests. An independent-sample t-test and a paired-sample t-test were used to analyze the between- and within-group differences. Moreover, a repeated measures ANOVA was used to assess the group, time, and group-by-time effects on psychological skills and shooting performances. The intervention resulted in both significant between-group and within-group differences in mindfulness level, acceptance level, attention level, three-point, and free-throw shooting performances (all p < 0.05, Cohen's d ranging from 0.565 to 1.117). While further study is necessary, the present study suggests that the 7-week mindfulness training program can significantly improve psychological outcomes and shooting performance in Macau college basketball athletes. Future studies involving competition settings and objective metrics will aid in verifying mindfulness as the prevalent practice among basketball practitioners and athletes.

The effect of a 5-minute body scan mindfulness intervention on healthier food choices

AbstractThe effects of mindfulness interventions on food purchases and consumption are popular topics. Recent studies focus on mindfulness interventions that target overweight and obese populations. We measure the effects of a guided 5-minute body scan mindfulness intervention on ‘healthier’ food purchases in an online experiment. Specifically, we use a choice experiment approach with a between-subject design to evaluate participants’ choices of unhealthy/healthier foods. Results revealed the mindfulness intervention effectively increased state mindfulness in the treatment group. The treatment had a positive and significant effect on the overweight subsample. Additionally, we found nutrition knowledge to have a positive and significant effect on ‘healthier’ food choices across three regression models and various subsamples. Our findings suggest that mindfulness interventions may be a useful, low-cost alternative to current weight loss strategies, especially for overweight and obese individuals. In addition, our findings point to the importance of nutrition knowledge in promoting ‘healthier’ food choices.

The effects of mindfulness-based interventions on nurses' anxiety and depression: A meta-analysis.

This meta-analysis aimed to determine the effect of mindfulness interventions on nurses' levels of depression and anxiety. Meta-analysis of randomised controlled trials. The following Chinese and English databases were searched: PubMed, Embase, Cochrane Library, Web of Science, and China National Knowledge Internet (CNKI). The retrieval period was from database construction to 30 March 2022. Two researchers screened the relevant literature and extracted the data. After a cross-check, data were input into Stata version 16.0 for meta-analysis. Twelve randomised controlled trials from 2017 to 2021 were included, which involved 807 subjects (405 and 402 in the intervention and control groups, respectively). Meta-analysis results showed that nurses' anxiety reduced by mindfulness-based interventions was significantly higher compared to that of the control group (SMD=0.91, 95% CI: 0.27-1.55, p < 0.05). Furthermore, an 8-week mindfulness-based intervention (SMD=1.43, 95% CI: 0.61-2.24) reduced the level of anxiety significantly more compared to a 4-week intervention (SMD=1.03, 95% CI: 0.36-1.71). Mindfulness-based interventions were better compared to conventional intervention to reduce the level of depression (SMD=1.02, 95% CI: 0.42-1.61, p < 0.05), and an 8-week mindfulness intervention (SMD=1.81, 95% CI: 0.78-2.84) reduced the level of depression significantly more compared to a 4-week intervention (SMD=0.82, 95% CI: 0.29-1.35). Since limited studies had interventions longer than 8 weeks, results on longer mindfulness interventions in reducing nurses' anxiety and depression are inconclusive. In conclusion, mindfulness intervention for 8 weeks or less can significantly reduce nurses' anxiety and depression levels. None.

Evaluation of the effectiveness of mindfulness training on high-risk and procrastination behaviors and fear of success among students

Aim: The aim of this study was to investigate the effect of mindfulness interventions on high-risk behaviors and procrastination and fear of students' success. Method: The method of this research is quasi-experimental pre-test and post-test with a control group. The statistical population consists of female high school students in the city of Jaghtai in the academic year 2021-22. The study sample was 30 people. Among the students, 30 people were selected by available sampling and then 15 people were randomly assigned to the experimental group and 15 people to the control group. Then the academic procrastination questionnaires of Solomon and Roth Blum (1984), fear of Zuckerman and Allison success (1979) and Mohammadkhani high risk behaviors questionnaire (2016) were given to the statistical sample. After the training sessions of Segal et al. (2002) mindfulness for the experimental groups, post-test was performed. The collected data were analyzed using repeated measures analysis of variance and SPSS software. Analysis of variance with repeated measures and SPSS software were used to analyze the data. Results: The results showed that mindfulness training on high-risk behaviors (F=78.35, p&lt;0.001), procrastination (F=19.65, p&lt;0.001), and fear of success (F=21.23, p&lt;0.001) was effective in female high school students. Conclusion: The results of this study indicate that mindfulness training has a significant effect on high-risk behaviors and procrastination and fear of success among students and can be effective in improving the problems of students.

Effects of Mindful Awareness Practice (MAP) on Subclinical Depressive and Anxiety Symptoms and General Cognitive Function in Older Adults with Mild Cognitive Impairment: A 5-Year Follow-Up of the MAP-Randomized Controlled Trial.

Few randomized controlled trials (RCTs) investigated the effects of mindfulness intervention on affective and cognitive symptoms in older adults with mild cognitive impairment (MCI). Furthermore, no RCTs on mindfulness followed participants beyond two years. To examine the longitudinal effects of a mindful awareness practice (MAP) intervention on depressive, anxiety, and cognitive symptoms in MCI. In this parallel-arm and assessor-blinded RCT, 55 community-dwelling older adults with MCI were randomized into the MAP or active control, i.e., health education program (HEP). Intervention sessions were conducted weekly for three months and monthly for the subsequent six months. Assessments and follow-up were conducted at baseline, 3-month, 9-month, and 5-year time points. Depressive, anxiety, and cognitive symptoms were measured using the Geriatric Depression Scale-15 (GDS-15), Geriatric Anxiety Inventory-20 (GAI-20), and Mini-Mental State Examination (MMSE), respectively. Linear-mixed models, following the intention-to-treat principle, were used for data analyses. A total of 55 participants aged 60 to 86 (Mean age: 71.3±6 years old) was recruited, with n = 28 allocated to the MAP arm and n = 27 allocated to the HEP arm. Compared to HEP, GDS-15, GAI-20, and MMSE scores did not differ significantly in MAP during follow-ups. Compared to HEP, MAP did not improve affective symptoms nor delay deteriorations in general cognition in community-dwelling older adults with MCI. Compared to our previous findings showing domain-specific improvements in MAP over HEP in attention and memory up to 9 months, this study highlights the importance of examining domain-specificity using detailed cognitive measures in non-pharmacological intervention with MCI.

Being “there and aware”: a meta-analysis of the literature on leader mindfulness

ABSTRACT Leaders occupy the most critical roles in organizations. A growing body of research on mindfulness in the field of leadership suggests that mindfulness is a highly beneficial factor for various leader and organizational outcomes. The purpose of this study is to quantitatively review the research related to leader mindfulness from the perspectives of both self-report mindfulness levels and mindfulness interventions. Meta-analytic results from 54 independent samples and 9,414 leaders suggest that leader mindfulness significantly relates to leaders’ well-being (e.g., stress), relationships (e.g., relationship qualities, leadership styles), and job performance, as well as followers’ well-being and job performance. Moreover, we found strong support for the effectiveness of mindfulness interventions in improving leader well-being. We also found a significant difference between leader mindfulness levels before and after the intervention. The difference of post-test scores between the intervention and control groups was not statistically significant, though the effect was in the predicted direction. Through this quantitative review, we synthesize findings on leader mindfulness and mindfulness interventions for leaders, identify research gaps in the literature, and lay a solid foundation for advancing research on leader mindfulness.

Mindfulness-based online intervention on mental health among undergraduate nursing students during coronavirus disease 2019 pandemic in Beijing, China: A randomized controlled trial.

To evaluate the effect of mindfulness intervention on improving mental health among undergraduate nursing students during the coronavirus disease 2019 (COVID-19) pandemic in China. An online mindfulness intervention course named Mindfulness Living With Challenge (MLWC) was developed by the research team, and a randomized controlled trial using MLWC among Chinese undergraduate nursing students was carried out. A total of 120 undergraduate nursing students were randomized into control (60 students) and intervention groups (60 students) via a WeChat mini program. Self-administered questionnaire surveys were conducted at pre- and post-intervention, measuring depression, anxiety, stress, mindfulness, and perceived social support. After intervention, the acceptance of the online mindfulness course among participants was assessed by employing the theory of technology acceptance model (TAM). Among the enrolled 120 participants, 86.67% (52/60) and 93.33% (56/60) of the intervention and control groups remained completed the trial and the questionnaire surveys. Compared with the control group, the reduction of anxiety and stress symptoms, as well as the improvement of mindfulness level and perceived social support in the MLWC intervention group were statistically significant (P < 0.05), while the change in depression was not statistically significant. The scores of the four dimensions in TAM ranged from (5.88 ± 0.94) to (5.91 ± 0.97). Online mindfulness intervention implemented in this study is effective in improving mental health among undergraduate nursing students, and they were interested in this intervention. [www.ClinicalTrials.gov], identifier [ChiCTR2 200058103].