Date of Conferral

2-5-2026

Degree

Doctor of Nursing Practice (DNP)

School

Nursing

Advisor

Lilo Fink

Abstract

Clinician burnout is increasingly prevalent in outpatient mental health settings due to high emotional demands, heavy caseloads, and limited organizational resources, contributing to reduced job satisfaction, increased turnover, and diminished quality of care. The gap in practice at the project center revealed a deficiency in knowledge among mental health clinic staff regarding effective stress management and burnout prevention, which led to the practice question: Does educating providers and staff on mindfulness-based interventions improve knowledge, as evidenced by pre- and postsurveys? To close this gap, this Doctor of Nursing Practice (DNP) project educated staff members on mindfulness-based interventions (MBIs). The Walden University DNP project checklist, the Johns Hopkins Evidence-Based Practice (JHEBP) model, and the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model were used in this educational initiative to ensure reliability, applicability, and alignment with best practices. From a starting pool of 60 pertinent publications, 15 papers were selected using ProQuest, CINAHL Complete/EBSCO, and MEDLINE/PubMed, with the assistance of the Walden University librarians, to support the intervention. The intervention consisted of a lunch and learn session attended by 10 staff members, including nurse practitioners, registered nurses, an administrator, and clerical staff. Voluntary pre- and postsurveys completed by all participants demonstrated a significant increase in knowledge, from 68% preintervention to 93% postintervention, reflecting a statistically significant 25% improvement (p < .001). The nursing significance is that evidence-based mindfulness education strengthens nurses’ stress management and burnout prevention, supporting clinician well-being, retention, and high-quality patient care.

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