Relation between Mindfulness and Academic Procrastination among Nursing Students | ||
| Tanta Scientific Nursing Journal | ||
| Volume 38, Issue 3, August 2025 PDF (1.3 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/tsnj.2025.457081 | ||
| Authors | ||
| Sabah Mohamed Ashour1; Reda Abd EL Fatah Abo Gad2; Rehab Abd-El-Moneim Abou Shaheen3 | ||
| 11Master Student of Nursing Administration, Faculty of Nursing, Tanta University, Egypt 2Teacher at Dessouk Nursing School, Kafr El Sheikh, Ministry of Health, Egypt | ||
| 2Professor of Nursing Administration, Faculty of Nursing, Tanta University, Egypt | ||
| 3Assistant prof of Nursing Administration, Faculty of Nursing, Tanta University, Egypt | ||
| 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. | ||
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