Elevating Nursing Education: Evidence-Based Strategies for Student Mental Health and Success - A Systematic Review

Background: Nursing students experience high rates of stress, anxiety, and depression due to the demanding nature of their academic and clinical training. Contemporary educational approaches—simulation, mindfulness, and hybrid learning—are increasingly adopted to support competence and well-being. Objective: This systematic review synthesises quantitative evidence on the impact of contemporary teaching modalities versus traditional methods on nursing student mental health, focusing on intervention effectiveness and implications for curriculum design. Methods: Following the Joanna Briggs Institute framework and PRISMA 2020 guidelines, a comprehensive search of the Semantic Scholar corpus (2000–2025) identified 22 eligible studies. Inclusion criteria encompassed undergraduate or graduate nursing students, contemporary interventions (e.g., simulation, mindfulness), validated quantitative mental health outcomes, and primary research designs. Data extraction and risk of bias assessment were conducted systematically. Results: Simulation-based learning and mindfulness interventions consistently produced significant improvements in anxiety, stress, and depression, with effect sizes ranging from small to large (d ≈ 0.2 small, d ≈ 0.5 medium, d ≥ 0.8 large). Optimal benefits were observed with interventions lasting 4–8 weeks. Fully virtual learning, however, was associated with increased depression compared to hybrid formats. Conclusions: Evidence supports the integration of simulation and mindfulness-based interventions into nursing curricula, particularly in hybrid formats and with optimal duration. These strategies can substantially enhance student well-being and educational outcomes. Keywords: nursing education, mental health, simulation, mindfulness, systematic review, teaching modalities