Implementing a mental fitness workshop in a Canadian Practical Nursing Program: A qualitative descriptive study
- 1School of Nursing, York University, Toronto, Ontario, Canada.
- 2School of Nursing, Sheridan College, Brampton, Ontario, Canada.
Abstract
Nursing students experience high levels of stress that can negatively affect mental health and well-being. This study explored practical nursing students’ perceptions of the acceptability and perceived value of a brief mental fitness workshop integrated into nursing education. Two sessions from a condensed version of the Mastering My Mental Fitness for Nurses program were embedded within a fourth‑semester laboratory course. A qualitative descriptive design was used, drawing on reflexive thematic analysis of semi‑structured interviews (n = 5) and free‑text post‑session feedback forms (n = 49). Participants reported enhanced awareness of stress and burnout, reframed self‑care as a professional responsibility, and valued opportunities for peer connection through small‑group discussions. Students recommended earlier and more frequent integration within the curriculum and greater flexibility in delivery. While the findings reflect short‑term perceptions rather than clinical outcomes, the workshops were perceived as feasible and acceptable, with implications for mental health promotion and burnout prevention among nursing students. Future research should examine impact using validated mental health and well-being measures.
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BibTeX
@article{frost2026implementing,
title = {{Implementing a mental fitness workshop in a Canadian Practical Nursing Program: A qualitative descriptive study}},
author = {Linda Frost and Jana Borras and Ariel Dysangco and Vimbayi Carine Makwaira},
journal = {PLOS Mental Health},
year = {2026},
month = oct,
doi = {10.1371/journal.pmen.0000760},
url = {https://journals.plos.org/mentalhealth/article?id=10.1371/journal.pmen.0000760},
note = {CC BY},
}
RIS
TY - JOUR
TI - Implementing a mental fitness workshop in a Canadian Practical Nursing Program: A qualitative descriptive study
AU - Linda Frost
AU - Jana Borras
AU - Ariel Dysangco
AU - Vimbayi Carine Makwaira
PY - 2026
DA - 2026/10/28
JO - PLOS Mental Health
DO - 10.1371/journal.pmen.0000760
UR - https://journals.plos.org/mentalhealth/article?id=10.1371/journal.pmen.0000760
AB - Nursing students experience high levels of stress that can negatively affect mental health and well-being. This study explored practical nursing students’ perceptions of the acceptability and perceived value of a brief mental fitness workshop integrated into nursing education. Two sessions from a condensed version of the Mastering My Mental Fitness for Nurses program were embedded within a fourth‑semester laboratory course. A qualitative descriptive design was used, drawing on reflexive thematic analysis of semi‑structured interviews (n = 5) and free‑text post‑session feedback forms (n = 49). Participants reported enhanced awareness of stress and burnout, reframed self‑care as a professional responsibility, and valued opportunities for peer connection through small‑group discussions. Students recommended earlier and more frequent integration within the curriculum and greater flexibility in delivery. While the findings reflect short‑term perceptions rather than clinical outcomes, the workshops were perceived as feasible and acceptable, with implications for mental health promotion and burnout prevention among nursing students. Future research should examine impact using validated mental health and well-being measures.
SN - 2837-8156
ER -