The paradigm of Contemplative Education Enhance Growth Mindset among Baccalaureate Nursing Students in VUCA world

Abstract

 This article aims to develop a paradigm in contemplative education to foster a growth mindset among students enrolled in the Bachelor of Nursing Science program. The development of naval nursing cadets with a growth mindset was promoted through three contemplative practices: (1) mindfulness, (2) deep listening, and (3) dialogue. These practices were employed to assess personal transformation in three stages: (1) awareness, (2) transformation, and (3) continuous development. The target group consisted of third-year naval nursing cadets enrolled in the Pediatric and Adolescent Nursing Practicum course, who underwent clinical training in the Pediatric Intensive Care Unit at Somdech Phra Pinklao Hospital, Royal Thai Navy Medical Department. Sixty nursing cadets participated, divided into groups of 3–4, each group completing a two-week clinical rotation in the unit.
The assessment results revealed that the students gained greater self-awareness and understanding, as well as insights into the challenges of self-communication and communication with others. They exhibited an increase in positive attitudes, demonstrated more confidence in asking questions to nursing team members, and were more willing to provide basic nursing care to critically ill pediatric patients—such as inserting orogastric (OG) tubes and cleaning umbilical lines. The students also actively participated in group discussions with nursing instructors and clinical supervisors with joy and enthusiasm, ultimately gaining confidence and demonstrating improved quality in their clinical nursing practice.