Abstract

The World Health Organization (WHO) recognizes stress and burnout as significant threats to the mental health and wellbeing of health care professionals, including nursing students (WHO, 2019). This study investigated the knowledge, level of use of use and effects of mindfulness-based techniques on stress and burnout among nursing students at Holy Infant University Institute.

A descriptive cross-sectional study design was employed, and a sample size of 96 respondents was selected using stratified random sampling. Data was collected using an interviewer-administered questionnaire and analyzed using SPSS software. The study found that 85.4% of participants had good knowledge of Mindfulness-Based Techniques, but the level of use was moderate to low, with 50% of respondents rarely or never using Mindfulness-Based Techniques.

The study also revealed significant positive effects of Mindfulness-Based Techniques on stress and burnout, with 74% of respondents reporting reduced stress levels and 82.3% reporting improved concentration. Bivariate analysis showed a significant relationship between knowledge and use of Mndfulness-Based Techniques (p=0.005), as well as between year of study and knowledge of Mindfulness-Based Techniques (p=0.001).

This findings suggest that Mindfulness-Based Techniques can be an effective strategy for reducing stress and burnout among nursing students. To conclude, the study’s results have implications for nursing education and practice, highlighting the need for increased education and training on Mindfulness-Based Techniques to promote their use and benefits among nursing students.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.1.1 Global background

Nursing students worldwide experience high levels of stress and burnout due to the demands of their academic programs and clinical training (Edwards et al., 2010). The World Health Organization (WHO) recognizes stress and burnout as significant threats to the mental health and wellbeing of health care professionals, including nursing students (WHO, 2019).

Mindfulness-based techniques have been identified as a potential strategy to mitigate stress and burnout among nursing students (Kabat-Zinn, 2003). However, there is a need for more research on the knowledge, level of use, and effects of these techniques among nursing students globally (Galante-Dunn, 2018). Chronic stress and burnout can lead to decrease motivation, reduced academic performance, and increase risk of mental health disorders (Galante et al., 2018).

1.1.2 Background in Africa

Africa bears a disproportionate burden of mental health disorders, including stress and burnout among health care professionals (WHO, 2017). Nursing students in Africa face unique challenges, such as limited resources, inadequate infrastructure, and high patient to nurse ratios (Othman, 2017).

These challenges exacerbate stress and burnout, compromising the mental health and wellbeing of nursing students (Tarkang & Kihato, 2018). Nursing students in Ghana face numerous challenges, including high academic demands, limited resources, and inadequate infrastructure (Ofori- Atta et al., 2010). These challenges can lead to increase stress and burnout, compromising the mental health and wellbeing of nursing students (Aziato & Adejumo, 2016). Studies have shown that stress and burnout are prevalent among nursing students in Ghana, with 71.4% of students reporting high levels of stress (Mensah et al., 2019).

A significant proportion of nursing students in Ghana also report experiencing burnout, which can negatively affect the academic performance, mental health and overall well-being (Aziato & Adejumo, 2016). Despite the potential benefits of mindfulness-based techniques in reducing stress and burnout, many nursing students in Ghana lack knowledge about these techniques (Owusu- Ansah et al., 2020).

Furthermore, even those who are aware of mindfulness-based techniques, few report using them regularly (Mensah et al., 2019). Research has shown that mindfulness-based techniques can be effective in reducing stress and burnout among nursing students in Ghana (Aziato & Adejumo, 2016). These techniques promote relaxation, reduce anxiety and depression, and enhance overall well-being (Owusu- Ansah et al, 2020). By incorporating mindfulness-based techniques in Ghana, students can better manage stress and burnout, improving their mental health and overall well-being.

1.1.3 Background in Cameroon

Cameroon, like any other African country, face significant challenges in providing quality healthcare to its population (Ministry of Public Health, 2019). Nursing students in Cameroon are no exception, experiencing high levels of stress and burnout due to the demands of their academic programs gained clinical practice or training (Tarkang & Kihato, 2018).

The Cameroonian health system is characterized by limited resources, inadequate infrastructure, and a shortage of qualified healthcare professionals (WHO, 2019). These challenges underscore the need for effective strategies to mitigate stress and burnout among nursing students in Cameroon. Mindfulness-based techniques offer a promising solution, but more research is needed to understand their knowledge, level if use, and effects among Cameroonian nursing students. A study conducted among nursing students in Yaoundé found that stress and burnout are prevalent among this population, with 70.5% of participants reporting high levels of stress and 55.6% reporting burnout (Tarkang, 2018).

Another study found that mindfulness-based interventions can be effective in reducing stress and burnout among nursing students in Yaoundé, with participants reporting significant reductions in stress and burnout after participating in a mindfulness-based program (Mbuagbaw et al., 2017). However, a study on the knowledge and use of mindfulness-based techniques among nursing students in Yaoundé found that while 80.6% of participants had heard of mindfulness regularly (Njim et al., 2020).

This suggests that there is a need for increased education and training on mindfulness-based techniques among nursing students in Yaoundé. Furthermore, a study on the effects of mindfulness-based techniques on stress and burnout among nursing students in Yaoundé found that participants who practiced mindfulness regularly, reported improved sleep quality, reduced symptoms of anxiety, and depression, and improved overall well-being (Tarkang et al., 2020).

1.2 Statement of the Problem

The World Health Organization reports that approximately 450 million people worldwide suffer mental disorders, with stress and burnout being major contributes. Nursing students in particular, are vulnerable to stress and burnout due to the demands of their programs and clinical training (WHO, 2019). The lack of effective stress management strategies and mindfulness-based interventions tailored to nursing students’ needs exacerbates this issue, compromising their mental health, academic performance, and future career satisfaction (Edwards et al., 2010).

Africa bears a disproportionate burden of mental health disorders, with stress and burnout being prevalent among healthcare professionals, including nursing students. The continent’s nursing education systems often overlook the importance of mental health and wellness, leaving students ill-equipped to manage stress and burnout (WHO, 2017). This neglect can lead to decreased academic performance, increased dropout rates, and reduced quality of patient care, ultimately undermining the African healthcare system’s ability to address the regions unique health challenges (Mammen & Mbanga, 2018).

Cameroon nursing students face significant challenges in managing stress and burnout, which can compromise their mental health, academic performance and future career satisfaction (Ministry of Public Health, 2019). The country’s nursing education, while well intentioned, often prioritizes theoretical knowledge over practical skills and mental wellness. Furthermore, the Cameroonian healthcare systems’ limited resources and infrastructure exacerbate the stress and burnout experienced by nursing students, ultimately affecting the quality of patient care and the country’s overall healthcare outcomes (Papp et al., 2017).

Globally, technology-based interventions have been put in place by using mobile apps, online platforms, and social media to provide stress management and mental health support services (Wang et al., 2019). Also, interprofessional education measures have been put in place to remedy this situation. Incorporating interprofessional education and collaboration to promote network, communication, and stress management among nursing students (Reeves et al., 2018).  Implementing wellness programs that promote physical activity, healthy eating, and relaxation techniques to reduce stress and burnout (Lee et al., 2018).

In Africa, cultural-based management interventions have been put in place. Developing stress management programs that incorporate traditional African cultural practices and values (Mammen & Mbanga, 2018). Implementing peer monitoring programs that pair experienced nursing students with junior students to provide support and guidance (Othman & Makhubela, 2018). Community based interventions; developing community-based interventions that involve nursing students in community health projects to promote social support and stress management (Tarkang & Kihato, 2018).

In Cameroon, implementing mindfulness-based stress reduction programs that incorporate meditation, yoga, and relaxation techniques to reduce stress and burnout (Mbuagbaw et al., 2017). Conducting self-care workshops that promote stress management, self-awareness and relaxation techniques among nursing students to promote (Njim et al., 2020). Providing faculty support and membership to nursing students to promote stress management, academic success, and professional development (Tarkang et al., 2020).

1.4 Research Questions

1.4.1 General research question

1. What is the knowledge, level of use and effects of mindfulness-based techniques on stress and burnout among nursing students in HIUI?

1.4.2 Specific Research Questions

1. What is the level of knowledge of MBTs among nursing students in HIUI?
2. What is the level of use of MBTs among nursing students in HIUI?
3. What are the effects of MBTs on stress and burnout among nursing students in HIUI?

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