A new study demonstrates that embedding short, asynchronous mindfulness practices into Doctor of Nursing Practice (DNP) curricula effectively reduces stress, combats burnout, and builds essential leadership skills. Published in Nurse Educator, the project evaluated student responses to brief, 1-to-5-minute mindfulness modules delivered through course learning management systems.
Penn Nursing 's Nancy P. Blumenthal, DNP, ACNP-BC, ISHLTF , served as senior author of the study which found:
- Over 90% of students agreed that the embedded curriculum successfully supported their personal self-care.
- Qualitative findings showed that mindfulness enhances cognitive flexibility, emotional intelligence, and proactive leadership during high-stress clinical and professional situations.
- The curriculum achieved a strong Net Promoter Score (NPS) of 69.2, indicating that students overwhelmingly value the training and would recommend it to peers.
"As burgeoning health care leaders, Doctor of Nursing Practice students carry immense academic and professional loads that make initiative-taking self-care an absolute necessity rather than an afterthought," said Blumenthal. "By embedding brief, accessible mindfulness practices directly into their coursework, we can bridge the gap between theory and real-world practice—equipping nurse leaders with the emotional regulation and cognitive flexibility needed to foster healthier, more resilient environments for themselves and their teams."
Aligning with National Standards
By integrating mindfulness into advanced nursing education, the initiative directly supports core competencies outlined in the American Association of Colleges of Nursing (AACN) 2021 Essentials—specifically addressing person-centered care and leadership development. Equipping nurse leaders with practical emotional regulation tools helps foster sustainable work environments and promotes long-term workforce well-being.
The study was conducted by an interprofessional team whose members were all affiliated with Penn Nursing at the time of the project. In addition to lead author Miranda V. McPhillips, PhD, RN, now at the M. Louise Fitzpatrick College of Nursing at Villanova University, and Misol Kwon, PhD, RN, now at the School of Nursing at the University at Buffalo, the co-authors include Alexa J. Watach, PhD, RN; Mara Wai, MEd; Christina Salemo, DNP, RN, AGCNS-BC; Amy M. Sawyer, PhD, RN, FAAN; and Nancy P. Blumenthal, DNP, ACNP-BC, ISHLTF, all of Penn Nursing at the time of the study.
