The Relationship between Mindfulness, Emotion Regulation and Mental Well-being among Academic Staff Educators at the Faculty of Nursing

Mindfulness is necessary for educators to become aware of and regulate their thoughts,
emotions and behaviors so as to more effectively manage stress and enhance psychological well
being. Bringing awareness to emotional experiences in a way that is compassionate and
nonjudgmental, may facilitate a healthy involvement with emotions. Aim: To identify the
relationship between mindfulness, emotional regulation and mental wellbeing among nursing
educators at Faculty of nursing. Setting; The study was conducted at the faculty of nursing at
Alexandria university. Subjects: The study subjects comprised 82 nursing educators who respond
to a questionnaire from total population 148 staff member educators. Tools: Four tools were used
for data collection, Five Facet Mindfulness Questionnaire, (FFMQ), Emotion Regulation
Questionnaire (ERQ), The Difficulties in Emotion Regulation Scale (DERS), and Warwick
Edinburgh Mental Well-being Scale(WEMWBS). Results: a positive and significant correlation
between mindfulness, emotional regulation, and mental well-being among the studied nursing
educators were found. Conclusion: The present study replicates and extends previous research
showing that mindfulness was significantly and positively correlated with higher levels of
cognitive appraisal of emotional regulation and greater well-being among nursing educators.
Recommendations: the present research suggests that acquiring the skills of learning and
practicing mindfulness techniques is potentially useful for academic staff mental well-being
state, focusing on all facets of mindfulness specially technique of being non judgmental