The issue of anxiety-ridden nursing students is not a new phenomenon. The idea of learning a new skill or participating in real-life situations can provoke uneasiness. There is a gap in translation of knowledge and skill from the classroom and skills laboratory to the practical clinical setting in the form of uncertainty and apprehension. A need exists to aid nursing students in boosting confidence prior to clinical shifts. The National Council of State Boards of Nursing sites a responsibility to better prepare new graduate nurses and to make patient safety a top priority on a global level. Currently, at Roseman University of Health Sciences, there is no existing intervention to minimize anxiety and increase confidence for nursing students entering the clinical setting. There is no method in place to help students manage worry or enhance experience in real-life scenarios. A need exists to aid nursing students in boosting confidence prior to clinical shifts. The design of the Scholarly Project is based on the Stetler Model of Evidence-Based Practice. Bandura’s Social Cognitive Theory is rooted in a view of human agency and was used as the theoretical foundation of this project. The project approach provides a transformational level of change. Ideally, there will be a shift in academic culture that embraces the concept of mindfulness techniques on clinical perfomance. There is hope that the incorporation of mindfulness techniques will be integrated into the program curriculum to better prepare students for clinical performance. Evaluation of the project plan in terms of the degree in which it was implemented was carried out in what Stetler calls Phase V-Evaluation. At this time, a determination was made as to whether the goals and outcomes of the proposed intervention were met or not met, according to scoring on the Self-Efficacy Questionnaire Version 2016. Credible clinical and statistical evidence was discovered at the conclusion of the measurement period. Self-Efficacy Survey post-intervention scores revealed an increase in perceived self-confidence when measured against pre-intervention scores. At the conclusion of data collection for this project, students expressed interest in continuing the intervention because of the result they experienced personally. This project reinforces the need for and intervention to assist nursing students in decreasing anxiety and increasing confidence in the clinical setting. The data also suggest that the use of mindfulness techniques in the form of deep breathing and self-affirmations does indeed provide a positive outcome for the student.
