Research Proposal Sample For Nursing Students

Nurturing Academic Success Among 1st Year Students Through Mindfulness 1
I. Date of Submission: September 25, 2019
II. Title
Nurturing Academic Success Among 1st Year Students Through Mindfulness
III. Primary Investigators
Mr. Ireneo Arcallana

Ms. Melanie Solis
Ms. Joanna Sincioco
Email Address:
IV. Co-Principal Investigators
Mary Nellie T. Roa
V. Introduction
Mindfulness-based practices have been promoted as a promising way to reduce stress and
anxiety in students and improve their academic and behavioral outcomes. Mindfulness is defined
as “increased, purposeful, nonjudgmental attention to the present moment" (Baer, R.A. 2003).
Mindfulness training has been used in the medical field to reduce stress and anxiety and
has become increasingly popular with large companies and organizations, including Google and
the United States military (Schaufenbuel, 2015). More recently, mindfulness-based strategies
have been promoted as a helpful tool for educators seeking to improve students’ educational
experiences and cognitive and social-emotional development, which can lead to better academic
outcomes (Bauer, 2018). Schools across the country are embracing mindfulness-based
interventions (MBIs), and some studies find that teachers report students are more caring and
focused after a few weeks of practicing mindfulness (Bronfenbrenner Center for Translational
Research, 2017).
Although the concept of mindfulness is most often associated with Buddhism, it is

conceptualized as a universally applicable practice and an innate human capacity.
Mindfulness is “the awareness that arises through intention ally attending in an open, caring, and
discerning way” (Shapiro & Carlson, 2009, p.4).

Mindfulness cultivates both attention and presence and can be defined as “paying attention in a
particular way: on purpose, in the present moment, and nonjudgmentally” (Kabat-Zinn, 1994,
p.4). In combination, these facets of mindfulness are intended to remove barriers and allow one
to see clearly by embracing the broad spectrum of human experience.
Mindful awareness is described as a way of relating to all experience-positive, negative, and

neutral-in an open, receptive way. This awareness involves freedom from grasping and from
wanting anything to be different. It simply knows and accepts what is here, now. Thus,
mindfulness involves simply knowing what is arising as it is arising without adding anything to
it- - without trying to get more of what we want (pleasure, security) or pushing away what we do
not want. (e.g., fear anger, shame). (Froh and Parks, 2013)
Shapiro and Carlson (2009) developed a model of mindfulness comprising three core elements:
intention, attention, and attitude (IAA). Intention refers to knowing why we are practicing
mindfulness and understanding our personal vision and motivation. Attention involves observing
the operations of one’s moment-to-moment, internal and external experience. Attitude refers to
the qualities one brings to attention and includes a general sense of openness, acceptance,
curiosity, and kindness. It is helpful to use the IAA model of mindfulness when facilitating the
small-group activity of mindful listening.
VI. Program or Project Title

VII. Program or Project Leader
Mr. Ireneo Arcallana
VIII. Implementing Agency
St. Dominic College of Asia
IX. Cooperating Body
1st Year Students under the Social Science subjects for 1 st semester AY 2019-2020
X. Significance of the Proposal
Despite the existence of Mindfulness on the international context, there are limited
studies found in the local settings, most especially in higher education institutions. With this,
mindfulness must be nurtured to college students, particularly, freshmen. This study will
understand how mindfulness affects the academic performance of freshmen students, and it will
assist the institution on how integrate mindfulness in the teaching-learning process.
XI. Literature Review
According to Shapiro and Carlson (2009) Mindfulness has been demonstrated to decrease
depression, anxiety, and diverse stress-related disorders (Brown & Ryan, 2003) and to increase
self-efficacy, happiness, empathy, spirituality, and life satisfaction (Shapiro, Schwartz, &
Santerre, 2002). Instructors can gain a greater understanding of the basic tenets of mindfulness
and how it has the ability to manifest well-being.
Students were given an activity where they need to share three things with the class: (a)
first name, (b) one thing that is stressful in their lives, and (c) one thing they are grateful for. The
exercise is most effective if the desks and students are arranged a circle or semicircle. Each
student was instructed to share all three things with the class as a whole. Students should speak
one at a time, beginning at one end of the circle or semicircle. Students were also reminded

before beginning that the exercise is not about the content of what they share but about the
process of cultivating and experiencing mindfulness.
After the exercise the students were asked about their input. They reported that they find
it difficult to pay attention and listen to the other students around them because they are
rehearsing what they going to say when it is their turn. It is often difficult to pay attention to the
other students speaking just before their turn. Another common reaction of students is that after
they have shared, they often have trouble mindfully listening to the next student because they are
preoccupied with reviewing how they did and often judging themselves for not being “good
enough.”
Shapiro and Carlson (2009), stated that mind wants to prepare, and so listening, paying
attention, and staying present become challenging. The mindful listening exercise is an excellent
example of how we often miss the present moment because we are concerned about the future or
preoccupied with the past.
Please fill this part…
XII. Objectives
1. Identify the demographic profile of 1st year students (SDCA-NSTP).

2. Describe the academic performance through 1st year GPA.
3. Application of Mindfulness Intervention among 1st year students
4. Investigate the impact of mindfulness among 1 st year students according to their
demographic profile and academic performance.
XIII. Expected Output
The findings of the study will provide a baseline data on the knowledge level of freshman
students on mindfulness and will help in the development of generation based approach on
mindfulness in relation to the student’s academic performance.
The study will also provide baseline information that can also be used to foster
mindfulness among faculty, administration and staff.
The goal of this study is a local presentation and publication in the institutional journal.

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What is mindfulness and how is it defined?

What is mindfulness and how is it defined?

What are the three core elements of mindfulness according to Shapiro and Carlson's model?

What are the three core elements of mindfulness according to Shapiro and Carlson's model?

Nurturing Academic Success Among 1st Year Students Through Mindfulness 1

I. Date of Submission: September 25, 2019

Nurturing Academic Success Among 1st Year Students Through Mindfulness

III. Primary Investigators

Mr. Ireneo Arcallana

IV. Co-Principal Investigators

Mary Nellie T. Roa

Although the concept of mindfulness is most often associated with Buddhism, it is

Nurturing Academic Success Among 1st Year Students Through Mindfulness

Mindful awareness is described as a way of relating to all experience-positive, negative, and

VI. Program or Project Title

Nurturing Academic Success Among 1st Year Students Through Mindfulness

Nurturing Academic Success Among 1st Year Students Through Mindfulness

VII. Program or Project Leader

Mr. Ireneo Arcallana

VIII. Implementing Agency

St. Dominic College of Asia

IX. Cooperating Body

X. Significance of the Proposal

XI. Literature Review

Nurturing Academic Success Among 1st Year Students Through Mindfulness

Please fill this part…

1. Identify the demographic profile of 1st year students (SDCA-NSTP).

XIII. Expected Output

Nurturing Academic Success Among 1st Year Students Through Mindfulness

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