Mindfulness Research Articles

Mindfulness in nursing students: enhancing well-being through breath practices

The present study aimed to assess focus/concentration, perception of quality of life, class attention, and anxiety, as well as class attendance and academic performance of nursing undergraduates from a Higher Education Institution before and after the application of breathing and mindfulness meditation techniques. Forty-five seventh-semester (fourth-year) students of both genders, aged 18 and above, participated in the study. The technique was applied for three months through breathing and meditation practices in the classroom. For data collection, a structured questionnaire with four closed-ended questions was used, administered before and after the training sessions. The overall results of the indicators showed that the undergraduates demonstrated a 32.6% improvement in focus/concentration, a 32.4% improvement in perceived quality of life post-training. Regarding class attention, there was a 25.7% increase. An improvement of 44% was observed in anxiety levels, along with a 27% increase in class attendance (reduced absenteeism), and a 74% enhancement in academic performance. The students showed significant improvements in all indicators related to focus/concentration, quality of life, anxiety levels, absenteeism, and academic performance after learning and practicing some breathing and mindfulness meditation techniques. These data underscore the importance of integrating mindfulness approaches in the educational context, contributing to the development of undergraduates.

The effects of self-leadership and mindfulness training on leadership development: a systematic review

AbstractInvestment in leadership development programs (LDPs) does not reliably increase leaders’ competence in core socioemotional skills related to self-management, self-awareness, and relationship-building with employees. Training programs focused on self-leadership, in combination with mindfulness practices, have the potential to address this gap. However, robust research that assesses the suitability and efficacy of such programs is lacking. In this article, the results of a systematic review of the literature on self-leadership and mindfulness in the context of LDPs are reported. A total of 52 articles were selected from an initial pool of 284 articles, subjected to textual analysis, and coded in terms of the reported impact levels for all of the examined training programs. This study revealed that training in self-leadership competencies and skills improved stress resilience, job performance and satisfaction, and positive attitudes and increased leaders’ abilities to organize and motivate their teams. Mindfulness training was strongly linked to stress reduction and self-regulation as well as to enhanced sleep and reduced burnout. Mindfulness also appeared to improve job performance and emotional regulation and to increase the ability to establish positive relationships with employees.

Trait Mindfulness and Social Support Predict Lower Perceived Stress Burden in Patients Undergoing Radiation Therapy

Purpose/ObjectivesCancer diagnosis and treatment, including radiation therapy (RT), cause significant patient stress. Mindfulness and social support have been shown to help manage the psychological effects of cancer treatment. The objective of our study was to determine the sociodemographic and clinical factors associated with stress burden in patients undergoing RT. Materials/MethodsPatients undergoing RT for cancer at a single institution were given 3 surveys to complete at the beginning of on-treatment visit. The surveys included the Perceived Stress Scale (PSS), Medical Outcomes Study Social Support Survey (MOS), and Mindfulness Attention Awareness Scale (MAAS), which were used to measure stress, social support, and trait mindfulness, respectively. Linear regression analysis was performed to determine associations between perceived stress and age, patient sex, race and ethnicity, treatment intent, disease site, trait mindfulness, and social support. Factors significant on univariable analysis were analyzed with a multivariable analysis. ResultsA total of 93 patients completed 279 surveys during treatment at a tertiary care academic institution from July to September 2019. Median scores for PSS, MOS, and MAAS were 14.6 (range: 0-31, SD: 6.9), 4.2 (range: 0-5, SD: 1.0), and 5.1 (range: 3.1-6.0, SD: 0.8), respectively. On univariable analysis, mindfulness and social support were associated with decreased stress burden, and female sex and palliative intent were associated with increased stress burden. These factors all maintained significance on multivariable analysis. ConclusionThese results suggest measures to improve mindfulness and perceived social support, such as mindfulness meditation and psychoeducational approaches, may lessen the stress burden and improve quality of life for patients undergoing RT. Future studies should analyze the longitudinal impact of individual patient characteristics, including patient sex and treatment intent, to better understand their effects on psychological maladjustment during cancer care

Mobile-based mindfulness meditation intervention’s impact on mental health among young male judo athletes in South Korea: a quasi-experimental study

Young athletes commonly encounter various mental health challenges due to the distinct pressures inherent in sports environments. This study investigates the effectiveness of mobile-delivered mindfulness meditation interventions in alleviating mental health indicators of depression, perceived stress, and anxiety, and enhancing self-esteem and resilience among young male judo athletes in South Korea. Pre- and post-test questionnaires were completed by 53 judo athletes. Participants were then allocated to the intervention group (N = 27; Mage = 13.77 [SD = 1.11]), which used a mobile meditation software program, or the control group (N = 27; Mage = 13.56 [SD = 1.05]). Data analysis compared intervention and control group scores using multiple statistical methods, including independent sample t-tests, paired sample t-tests, and 2 (time) × 2 (group) repeated measures analysis of variance. Following the intervention, the mindfulness group exhibited significant enhancements in the mental health indicators of depression (GMD = 2.74 [95% CI 0.90–4.56], Cohen’s D = 0.84), perceived stress (GMD = 0.35 [95% CI 0.002–0.70], Cohen’s D = 0.56), and anxiety (GMD = 0.2 [95% CI 0.001–0.40, Cohen’s D = 0.56]. Self-esteem also had a significant increase (GMD = 0.55 [95% CI − 0.22 to − 0.88], Cohen’s D = 0.95). The findings of this study underscore the potential benefits of mobile-delivered mindfulness meditation interventions in addressing mental health challenges among young male judo athletes. The significant enhancements observed in scores on measures of depression, perceived stress, anxiety, and self-esteem among participants in the mindfulness group highlight the effectiveness of such interventions in promoting mental health in sports settings.

Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice

Mindfulness practices in schools have emerged as an educational effort that aims to promote the development of the competency and mental well-being of students. Specifically, mindfulness-based social–emotional learning (MBSEL) programs are an educational strategy that focuses on the improvement of social–emotional competence by cultivating awareness of the present moment through mindfulness activities. This study intended to investigate the benefits and limitations of the implementation of school-based mindfulness practice in a developing nation with a culturally diverse and multi-religious population. Using an interpretive phenomenological method, the researchers interviewed eight mindfulness practitioners experienced in teaching or overseeing MBSEL programs in schools. The findings demonstrated how a western-based mindfulness program can be matched with the fundamental concepts of eastern mindfulness practices, as influenced by the Eastern Trinity philosophy. Furthermore, the study emphasized the difficulties that emerged from misconceptions about the concepts of mindfulness practice and the position of school-based mindfulness programs within the scope of school counseling, which impeded the successful implementation of the practitioners of the MBSEL model. These initial findings elucidated the nuances of implementing MBSEL initiatives within the context of a developing country marked by a rich tradition of mindfulness practice and accessible resources for advancing mindfulness studies.

Mental health intervention development for indigenous youth: Essential elements and guiding principles

There is a need for intervention studies to address mental health issues with Indigenous youth. The purpose of this work is to: 1) consider calming approaches introduced by Native-American adolescents who described in writing how they manage day-to-day stress; and 2) identify culturally relevant constructs (elements and principles) for development of mental health promotion interventions for use with Indigenous youth. Central ideas shared by Native-American adolescents were merged with existing literature to identify essential elements and guiding principles for intervention development. Three essential elements (talking circles; mindfulness practice; tailored educational content) with associated guiding principles are recommended for intervention development.

Demographic trends and outcome measures found in randomized controlled trials of wellness interventions among medical trainees: A systematic review.

9014 Background: To our knowledge, there is no systematic review that identifies and characterizes the wellness interventions with high-quality evidence in the form of randomized controlled trials (RCTs) among medical education trainees (medical students, residents, and fellows). Methods: A medical librarian (YL) searched Embase, MEDLINE, Scopus, Cochrane Central Register of Controlled Trials (CENTRAL), APA PsycINFO, and Clinicaltrials.gov from the earliest timepoint to March 2022. We included full text/ published studies that were prospective RCTs that included quantifiable measures related to mental health, wellness, or other measures of wellbeing. Medical students, residents, and/or fellows must be included in the intervention that is intended to improve wellbeing. We excluded studies that included only qualitative outcome measures, had no control group, or took place outside the USA. Results: Our search strategy resulted in 3,806 unique articles. 161 articles passed initial screening of titles and abstracts, and 46 studies met eligibility criteria with dates ranging from 1980 to 2022. A total of 8,016 participants were studied with the majority of studies (26) focusing on medical students, a minority of studies (20) focusing on residents, and no studies that included fellows. A minority (10) of studies were multi-institutional with the vast majority (36) being single-institutional. Outcome measures shared among two or more studies include variants of the Maslach Burnout Inventory (MBI) (5), Perceived Stress Scale (PSS) (5), PHQ-9 (5), Five-Facet Mindfulness Questionnaire (FFMQ) (5), State Trait Anxiety Inventory (STAI) (3), step count (3), Epworth Sleepiness Scale (ESS) (2), General Anxiety Disorder-7 (GAD-7) (2), Global Severity Index (GSI) (2), and Brief Symptom Index (BSI) (2). Interventions included in two or more studies center around mindfulness and/or meditation practices (15), cognitive behavioral therapy (CTB) (3), hypnosis (3), activity trackers (2), flexible work hours (2), and massage and/or manipulation (2). Conclusions: We conducted a systematic review to identify evidence-based wellness interventions and in the process potentially inform future research in regards to standardized outcome measures and highlighting the need for interventions targeting fellows, particularly in fields with a majority of physicians reporting burnout such as hematology/oncology.1 1. McKenna J. Medscape Physician Burnout & Depression Report 2024: “We Have Much Work to Do". Medscape. Published 2024. https://www.medscape.com/slideshow/2024-lifestyle-burnout-6016865.

Effect of Mindfulness Meditation on Test Anxiety Phenomena among University Nursing Students

Effect of Mindfulness Meditation on Test Anxiety Phenomena among University Nursing Students

Unlocking the power of emotional intelligence in medical writers

Emotional intelligence (EI), the ability to recognise and understand emotions (one’s own and those of other people), is a valuable attribute for medical writers (MWs). MWs play a pivotal role in communicating medical and scientific information to regulators, patients, caregivers, and healthcare professionals. EI helps MWs to understand the needs of the audience, develop effective communication skills, author impactful content, and collaborate efficiently with multiple stakeholders. It is thus essential for MWs to develop strong EI skills, i.e., be self-aware and self-motivated, be able to self-regulate, take ownership and responsibility for actions, be problem solvers, show empathy, foster healthy relationships, evaluate feedback positively, and implement balanced solutions. To enhance their EI, MWs can adopt EI-focussed training and development sessions at workplace, practice mindfulness daily, assess EI using multi-rater feedback scales, seek EI coaching, and set realistic goals.

The Effects of Mindfulness Meditation on Cognitive Memory and Concentration as Indicators for Neurodegenerative Diseases and Disorders

Meditation has been shown to have properties of improving neurocognitive memory and attention. However, there has been little research on mindfulness meditation. This study aims to highlight mindfulness meditation and its effects on memory and concentration. It was hypothesized that if research participants undergo a 10-minute mindfulness meditation period, then there will be a statistically significant increase in their cognitive memory and concentration as measured by their scores on a pattern memorization test and a color-word association test. Adults were randomly assigned to a no mindfulness meditation control group or the mindfulness treatment group. Both experimental groups then took a word memorization test and color-word association test where the percentage of words and colors they could identify were collected. The treatment group engaged in a 10-minute mindfulness session and both groups took both tests again. Four one-way ANOVA tests were conducted, with the first and second comparing the before and after mindfulness meditation test scores on both tests of the mindfulness group (p = 0.0247 for the word test and p = 0.0387 for the color test) and the final two ANOVA tests comparing the no mindfulness and mindfulness meditation groups after the session (p = 0.0346 for the word test and p = 0.0478 for the color test). Mindfulness meditation was determined to have a significant increase in memory and concentration in this study, and it is hoped that mindfulness meditation would be implemented as a therapy for a wide range of neurological conditions.

STUDY OF THE INTERRELATON BETWEEN KNOWLEDGE OF PSYCHOLOGICAL SELF-REGULATION METHODS OF THE PERSON AND MINDFULNESS (EXAMPLE OF TEACHERS)

The purpose of this article is to study the importance of psychological self-regulation among teachers, as well as their level of mindfulness. Survey, testing and content analysis methods were applied. We applied localized version of Five Facet Mindfulness Questionnaire and Mindfulness experience questionnaire. In the article, we present the responses or coping mechanisms to stressful situations given by the teachers. Based on the teachers' answers, we have distinguished adaptive and non-adaptive coping mechanisms. Referring to the methods of psychological self-regulation, we presented the role of psychological self-regulation and particularly mindfulness meditation in the process of overcoming stress. During the experimental research, we tried to find out how teachers' knowledge and application of psychological self-regulation methods interrelates with mindfulness. As a result of the research we conclude that psychological self-regulation, especially mindfulness meditation, is not widespread among teachers, moreover, there is no clear understanding of self-regulation methods, their use and importance. The level of mindfulness among teachers is average.

비대면 화상 집단상담에 대한 체계적 문헌고찰

Objectives This study conducted a systematic literature review to examine research trends and confirm the char-acteristics and effects of modulating variables by examining research on non-face-to-face video group counseling. Methods Among the studies related to non-face-to-face video group counseling, papers published from January 2020 to August 2023 were collected. The academic search database used for thesis search was the Academic Research Information Service (RISS), the Korean Academy of Information (KISS), and the Academic Database Service (DBpia). The search terms used for the research were used by combining non-face-to-face, video, group, program, counseling, and effect. Based on the selection criteria and exclusion criteria, the final 31 papers were used for analysis. Results Looking at the classification by symptom level, a significant number of studies were concentrated in the general group (87.1%). In terms of classification according to the stage of development, adults (61.3%) and college students or higher (29.0%). The theoretical approach was mindfulness meditation (35.7%), cognitive emotional behavior (17.9%), and integrated approach (14.3%), and the intervention areas were emotions (24.7%), stress (16.4%), and self-concept (15.1%). Regarding the intervention effect, improvements in emotions, stress, inter-personal relationships, and cognitive domains were confirmed. The self-concept and subjective well-being were mixed with conflicting reports. Conclusions In terms of symptoms, additional research is needed including the clinical group including social anxiety, and in terms of developmental stage, including elementary school students and the elderly. Since con-flicting reports are mixed in the areas of self-concept and subjective well-being, a comprehensive and systematic analysis including meta-research needs to be conducted. This study is significant in that it understands the re-search trends of non-face-to-face video group counseling and the effects of each intervention area, and suggests future research directions.

“I’m Staring at the Screen All the Time”: Technology Use and Mindfulness in Adolescents with Type 1 Diabetes

ABSTRACT Type 1 diabetes (T1D) is a chronic, complex medical condition associated with higher rates of anxiety in adolescents. Higher rates of anxiety are associated with poorer glycemic control. Although technological advancements have been made to improve self-management of glycemia, few technological interventions aim to mitigate anxiety symptoms. Adolescents frequently use technology every day for school and socialization in addition to management of glycemia. Technology has not yet been leveraged to provide evidence-based interventions, such as mindfulness, for anxiety symptoms and other psychosocial comorbidity in adolescents with T1D. We aimed to examine technology preferences in adolescents with type 1 diabetes, their experiences with mindfulness practices, and their perceived acceptability of a mobile health application delivering mindfulness training. Twenty participants aged 14 to 17 years old with T1D participated in this qualitative descriptive study. Interview transcripts were organized using the ATLAS.ti software version 8 and coded using an in vivo approach and thematic analysis. Descriptive statistics regarding participant demographics and hemoglobin A1c levels were analyzed using SAS statistical software version 9.2. Findings supported heavy technology use, limited experience with mindfulness, and positive receptivity regarding an app that delivered a mindfulness training program specifically for adolescents with T1D. Thus, a mobile health application may be a feasible and acceptable way to deliver an evidence-based psychosocial intervention to this vulnerable population.

Exploring Students’ Experiences with Mindfulness Meditations in a First-Year General Engineering Course

With growing mental health concerns among college students, they need to effectively develop skills to alleviate stress amidst the demands of university life. Teaching mindfulness skills to engineering students early in their programs, such as during introductory courses, may provide students with the tools they need to effectively cope with academic stressors, support well-being, and mitigate mental health concerns. This study aimed to understand the variation in experiences of engineering students who participated in weekly mindfulness meditation during a first-year cornerstone engineering course. This study used a thematic analysis approach to analyze students’ in-class, weekly reflections from eight meditation exercises across two course sections. The frequency of codes and themes were then analyzed across meditation types to identify trends in student experiences. Our results show that the most common student experience from engaging in mindfulness meditation was feeling less stressed, calmer, and more relaxed. Other positive experiences include feeling more energized and focused. Some students, however, did report some negative experiences, such as distress and tiredness. The Dynamic Breathing exercise, in particular, showed higher rates of negative experiences than other meditation types. The results also demonstrate that different types of meditations produce different student experiences. Meditation exercises with open monitoring components showed higher rates of insight/awareness and difficulty focusing attention than focused attention meditations. These findings indicate that utilizing weekly mindfulness exercises in introductory engineering courses can benefit students’ overall mental health and well-being when adequately implemented.

Therapeutic management in the low-wage workplace

Medicalization represents an increasingly significant form of social control. Emergent evidence suggests that workplace managers take up medicalized practices and discourses to produce a compliant labor force, but this phenomenon has received limited sociological attention. This paper extends prior theories of medicalization to investigate therapeutic management in the low-wage workplace. I draw upon eight months of ethnographic fieldwork in Disability Works, a nonprofit job training program for people with mental illnesses, and interviews with other providers and advocates within this field. Disability Works harnesses therapy, psychiatry, and “softer” therapeutic practices such as mindfulness meditation, sleep hygiene, and positive affirmations to produce its workforce. This paper identifies two dimensions of therapeutic management: (1) it aims to inculcate work norms at the level of client-workers’ embodied dispositions, and (2) it aims to transform structural problems into individual ones. Findings illuminate therapeutic management as an emergent workplace regime and may guide future research on its effects.

Using a Biofeedback-Based Mindfulness Practice System to Enhance Mindfulness and Alleviate Anxiety in College Students: A Randomized Controlled Trial.

Objective: College students experience intense anxiety, for which biofeedback mindfulness techniques show effectiveness in relief. However, typical biofeedback products often lead to user fatigue and boredom because of a single or fixed feedback and lack of focus on mindfulness enhancement. Materials and Methods: In this research, we developed Mindjourney, a VR-based respiratory feedback mindfulness system, designed to enhance mindfulness and alleviate anxiety through continuous/noncontinuous feedback and nonjudgmental reward/punishment for self-perception and attention management. A randomized controlled trial involved 72 college students, split equally into short-term (n = 34, age: 23.11 ± 1.729) and 4-week long-term (n = 38, age: 24.12 ± 1.408) groups, with equal randomization for intervention and control groups. Pre/postintervention tests were measured by using Trait Anxiety Inventory (TAI) and Five Facet Mindfulness Questionnaire (FFMQ) for long-term groups and Galvanic Skin Response and State Anxiety Inventory (SAI) for short-term groups. Results: Results showed that the long-term intervention group showed a significant increase in mindfulness (P = 0.001 for FFMQ total score). Furthermore, observe and act with awareness subscales showed significant increase after intervention (P = 0.034 for observe, P < 0.001 for act with awareness) compared with the control group. Both intervention groups demonstrated a significant decrease in anxiety levels compared with the control groups (P = 0.049 for SAI, P = 0.01 for TAI). Moreover, participants expressed high interest in this biofeedback mindfulness system and willingness for long-term usage. Conclusion: The proposed biofeedback mindfulness practice system could potentially facilitate mindfulness practice and serve as a convenient tool for anxiety relief in campus college students.

Building Resilience and Social-Emotional Competencies in Elementary School Students through a Short-Term Intervention Program Based on the SEE Learning Curriculum.

This study explored the positive effects of a six-week Social-Emotional and Ethical Learning® (SEE Learning) program on resilience and social and emotional competences, adapted for elementary students in Daegu, South Korea, a region strongly affected by the first outbreak of COVID-19. A total of 348 third- and fourth-grade students from 15 elementary schools participated, and the curriculum was tailored, emphasizing key areas such as resilience, attention, kindness, attention training, and compassion. Repeated measures analysis of variance (RMANOVA) tests showed statistically significant improvements between pre- and post-tests in resilience and its subscales, including self-efficacy, tolerance of negative affect, positive support relations, power of control, and spontaneity, as well as in social and emotional competencies, including emotional regulation, social skills, empathy, and social tendencies. Despite a lack of maintenance in all areas, at follow-up, the mean scores for self-efficacy, tolerance of negative affect, and positive support relations, as well as emotional regulation, social skills, empathy, and social tendency, remained higher than pre-test levels, suggesting some lasting benefits. The findings underscore the potential of the SEE Learning program integrated with resilience, mindfulness, compassion, and ethical practices to enhance students' resilience and social and emotional well-being. This study contributes to the growing body of evidence supporting the use of mindfulness and compassion-based SEL programs to mitigate the adverse effects of traumatic events on children's mental health.

Mobile Mindfulness Intervention for Psychological Distress Among Intensive Care Unit Survivors

Although psychological distress is common among survivors of critical illness, there are few tailored therapies. To determine the optimal method for delivering a mindfulness intervention via a mobile app for critical illness survivors. This randomized clinical trial used a 2 × 2 × 2 factorial design and was conducted at 3 sites among survivors of critical illness with elevated postdischarge symptoms of depression. The study was conducted between August 2019 and July 2023. Participants were randomized to 1 of 8 different groups as determined by 3 two-level intervention component combinations: intervention introduction method (mobile app vs therapist call), mindfulness meditation dose (once daily vs twice daily), and management of increasing symptoms (mobile app vs therapist call). The primary outcome was the 9-item Patient Health Questionnaire (PHQ-9) depression scale score (range, 0-27) at 1 month. Secondary outcomes included anxiety (7-item Generalized Anxiety Disorder) and posttraumatic stress disorder (Posttraumatic Stress Scale) symptoms at 1 and 3 months, adherence, and feasibility. General linear models were used to compare main effects and interactions of the components among intervention groups. A formal decisional framework was used to determine an optimized intervention version. A total of 247 participants (mean [SD] age, 50.2 [15.4] years; 104 [42.1%] women) were randomized. Twice-daily meditation compared with once-daily meditation was associated with a 1.2 (95% CI, 0.04-2.4)-unit lower mean estimated PHQ-9 score at 1 month and a 1.5 (95% CI, 0.1-2.8)-unit lower estimated mean score at 3 months. The other 2 intervention components had no main effects on the PHQ-9. Across-group adherence was high (217 participants [87.9%] using the intervention at trial conclusion) and retention was strong (191 [77.3%] and 182 [73.7%] at 1 and 3 months, respectively). A mindfulness intervention for survivors of critical illness that included an app-based introduction, twice-daily guided meditation, and app-based management of increasing depression symptoms was optimal considering effects on psychological distress symptoms, adherence, and feasibility. ClinicalTrials.gov Identifier: NCT04038567.

Effectiveness of Mindfulness-Based Interventions in Enhancing Sports Performance

Purpose: The aim of the study was to assess the effectiveness of mindfulness-based interventions in enhancing sports performance. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that mindfulness-based interventions (MBIs) hold promise in enhancing sports performance across various disciplines. The study indicate that athletes who engage in mindfulness practices experience improvements in attentional control, emotional regulation, and stress management, all of which are critical for optimal athletic performance. By cultivating present-moment awareness and fostering a non-judgmental attitude toward thoughts and sensations, athletes can better focus on the task at hand, manage competitive pressure, and maintain peak performance under stressful conditions. Furthermore, MBIs have been shown to facilitate skill acquisition and execution, as well as promote recovery and injury rehabilitation. Overall, these findings highlight the potential of incorporating mindfulness training into sports training programs to enhance athletes' mental resilience and overall performance. However, further research is needed to elucidate the specific mechanisms through which mindfulness exerts its effects on sports performance and to optimize the integration of MBIs into athletic training regimens. Implications to Theory, Practice and Policy: Self-determination theory, cognitive-behavioral theory and flow theory may be used to anchor future studies on assessing effectiveness of mindfulness-based interventions in enhancing sports performance. Develop evidence-based mindfulness training programs tailored specifically for athletes across different sports disciplines and performance levels. Advocate for the integration of mindfulness training into athlete development programs at the grassroots, elite, and professional levels.

Impact of a mindfulness and self-care intervention on stress, self-compassion, and attentiveness in university healthcare students and faculty

Objective To evaluate impact of a 12-week, online, guided, self-paced intervention of mindfulness and self-care practices on self-compassion, attentiveness, and perceived stress. Participants University healthcare faculty and students. Methods Participants received 7 different mindful and self-care activity options every week for 12 wk. A pre-survey, weekly surveys, and one-month post-survey assessed outcome measures of the Perceived Stress Scale 4, Self-Compassion Scale-SF, Mindful Attention Awareness Scale, health behaviors, and feasibility. Results A total of 232 participants had one or more outcome measures and 68 completed all 14 measures. Students and faculty demonstrated significantly increased mindful attention awareness, days of mindfulness practice, self-compassion, and trended toward more physical activity. They reported significantly lower stress and that mindful practice altered the way they dealt with stress. Days of mindfulness practice were significantly negatively correlated to stress and positively correlated to self-care. Conclusions This intervention demonstrated both effectiveness and feasibility, with most participants choosing shorter meditation, yoga, and self-care options.