Socio-cognitive mindfulness in nursing: A scoping review

PLoS One. 2024 Apr 29;19(4):e0300459. doi: 10.1371/journal.pone.0300459. eCollection 2024.

Abstract

Background: While research on meditative mindfulness in nursing is abundant, research on socio-cognitive mindfulness is in its early stages despite its potential advantages to nursing practice and nursing education. This study introduces the under-examined concept of socio-cognitive mindfulness to the nursing field.

Objective: To identify what is known in the research field of socio-cognitive mindfulness in nursing. Specific aims were to identify the effects of socio-cognitive mindfulness on nurses and nursing students, and the application of socio-cognitive mindfulness interventions and their effectiveness in nursing.

Design: A scoping review following the Arksey and O'Malley framework.

Methods: An electronic search of PubMed, EMBASE, Cochrane Library, CINAHL, Web of Science, ERIC, and ProQuest databases was conducted. The search included full-text papers published in peer-reviewed journals in English. The included studies were independently examined by the two authors to ensure the thorough inclusion of relevant research by screening of titles and abstracts and screening of full-texts. The selected papers were categorized based on the specific objectives of the review.

Results: Out of 5,798 papers, six quantitative studies and one mixed method study were included in the review. Among the seven studies, two studies investigated the effects of socio-cognitive mindfulness on nurses, four examined the effects of socio-cognitive mindfulness on nursing students, and one conducted an intervention study applying socio-cognitive mindfulness and identified its effects on nurses. The findings revealed several benefits of applying socio-cognitive mindfulness to nursing practice and nursing education. Specifically, socio-cognitive mindfulness enhanced nurses' and nursing students' positive emotions and effective emotion regulation, which would positively influence nurses' nursing performance as well as students' academic outcomes and quality of college life.

Conclusions: This study raises researchers' awareness of the significance of socio-cognitive mindfulness in nursing, and strongly recommends applying socio-cognitive mindfulness to nursing practice and nursing education and evaluating its effects.

Publication types

  • Review
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Cognition
  • Education, Nursing
  • Humans
  • Mindfulness* / methods
  • Nurses / psychology
  • Nursing / methods
  • Students, Nursing / psychology

Grants and funding

This study was supported by a National Research Foundation of Korea grant funded by the Korean government (No. 2021R1G1A1005340). First author (MKL) received the funding. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.