Relation between Mindfulness and Academic Procrastination among Nursing Students

Abstract

Background: Addressing mindfulness in nursing education is essential for promoting a positive learning environment and ultimately decreases academic procrastination. Aim of the study: To assess the relation between mindfulness and academic procrastination among nursing students. Subjects and Method: Research design: Descriptive-correlational research design was used. Setting: The study was conducted in the Faculty of Nursing at Tanta University. Subjects: Stratified proportional randomized sampling (n=1085) of nursing students. Tools: Two tools were used to collect data; 1) Five-Facet Mindfulness Questionnaire and 2) Procrastination Assessment Scale. Results: About two-thirds (62.4%) of nursing students had a high perception regarding mindfulness as well as, the majority (80.1%) of them had a low level of overall procrastination. Institution-related factors were identified as the most significant factor causing procrastination while educator-related factors were the least significant factor. Conclusion: A negative statistically significant correlation was found among nursing students’ perception of overall mindfulness and procrastination. Recommendations: develop and integrate structured mindfulness-based programs into the nursing curriculum to support students' emotional and cognitive well-being, and provide clear academic guidelines, timely feedback, and consistent communication to reduce uncertainty and academic stress.