Learning to be therapeutically present - weaving mindfulness practice into an undergraduate nursing program

‘The most precious gift we can offer others is our presence’ – Hanh(2007, p. 20). This paper aims to report on a trial program designed tointroduce undergraduate nursing students to mindfulness practices. Theinclusion of mindfulness within the undergraduate course ‘Mental Health Professional Practice’ was specifically designed to enhance student capacity to be therapeutically present and to encourage them to educate consumers about the value of mindfulness practices in the alleviation of distress. Students participated in course activities that required them to participate in three mindfulness practices: eating a raisin; mindfulness of breath; and body scan – over a period of two weeks before completing a written reflection and a broader essay on the potential benefits of mindfulness. The teaching team of tutorial staff also participated in the mindfulness activities and then provided the opportunity for discussion of the practice experience with students during weekly tutorials.