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The Relationships of Mindfulness, Self-compassion, and Self-talk Among
Student Nurses in a Selected University in Angeles City, Philippines:
A Descriptive-correlational Study

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K. Banaag, F. Ayson, J. Buniag, S. Cabrera, M. Enriquez, J. Mandap, 1
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B. Pangilinan, A. Romero, J. Samia, K. Sumalabe, M. Roque, and R. Bansil 1
1 College of Nursing, Angeles University Foundation, Philippines
Background: Student nurses navigate their academic journey in pursuit of developing their clinical
skills and nurturing personal growth. To thrive in their endeavors, improving their resilience and mental
fortitude is essential. However, the role of mindfulness, self-compassion, and positive self-talk in this
aspect remains to be understudied.

Objective: The study aimed to identify the relationships of mindfulness, self-compassion, and self-talk
among student nurses in a selected university in Angeles City, Philippines.

Methods: Upon approval of the ethics review committe, data were collected from all student nurses in
Oral Presentation Abstracts
a selected university (n = 656) using the 15-item Five Facet Mindfulness Questionnaire, Self-Compassion
Scale-Short Form, and Self-Talk Scale. Descriptive statistics and the Spearman’s rank correlation coefficient
were then used to identify the levels of mindfulness, self-compassion, and self-talk and to determine the
relationships that exist among them.

Results: The practice of mindfulness (x̄̄ = 3.28; ±SD = 0.37) and positive self-talk (x̄̄ = 3.85; ±SD = 0.59) were
found to be prevalent among student nurses, while most report moderate self-compassion (x̄̄ = 3.19; ±SD
= 0.54). Furthermore, mindfulness is positively correlated with self-compassion (ρ = 0.413; p = <0.001) and
self-talk (ρ = 0.08; p = 0.029), suggesting that students with present-moment awareness tend to engage
in kinder self-dialogue. Conversely, having an understanding demeanor toward oneself decreases the
likelihood of conversing with oneself (ρ = -0.086; p = 0.029).

Conclusion: The findings shed light on the importance of fostering mindfulness, self-compassion,
and self-talk, providing insights that pave the way for improvements across nursing schools, training
faculty members and assigned guidance counselors alike. Moreover, the foundation of knowledge
built upon by this study serves as guidelines for the development of appropriate interventions in the
future to enhance the mental fortitude and adaptability of these individuals.

Keywords: mindfulness, self-compassion, self-talk, student nurses

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Correspondence: Kyla Denise Banaag, College of Nursing, Angeles University Foundation, Philippines
E-mail: banaag.kyladenise@auf.edu.ph

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