Self-compassion interventions for nursing students: A scoping review

Abstract

Aim

This scoping review aimed to map and synthesise evidence on the characteristics, delivery formats and outcomes of self-compassion interventions targeting nursing students.

Background

Self-compassion interventions have been increasingly acknowledged as valuable strategies for enhancing psychological well-being and resilience among nursing students, a population consistently identified in the literature as being highly vulnerable to stress and burnout.

Design

A scoping review using Joanna Briggs Institute guidelines.

Methods

We conducted this scoping review using a systematic search, screening process and eligibility criteria following the PRISMA-ScR guidelines. We extracted the data independently and analysed it through a narrative synthesis approach.

Results

A total of 12 articles were included in the final review; most studies reported significant improvements in self-compassion, mindfulness, resilience, along with reductions in stress, burnout, anxiety, self-judgement and feelings of isolation. Interventions grounded in the mindful self-compassion framework, delivered over eight or more sessions totaling at least 12 h, were associated with the most robust and sustained outcomes.

Conclusion

Self-compassion interventions have shown strong potential for supporting the mental health and well-being of nursing students. However, significant gaps remain, including limited attention to cultural relevance, diversity at educational levels and representation in low- and middle-income regions. Future research should prioritise the development and evaluation of culturally appropriate self-compassion interventions in low- and middle-income settings and across levels of nursing education. Integrating self-compassion training in nursing curricula has the potential to enhance mental health, foster resilience and prepare nursing students for the psychological demands of their training and future professional roles.