McKendrick-Calder, LisaPollard, CherylShumka, ChristineMcDonald, MandyCarlson, SusanWinton, Shelley2020-02-122022-05-312022-05-312019McKendrick-Calder, L., Pollard, C., Shumka, C., McDonald, M., Carlson, S., & Winton, S. (2019). Mindful moments: Enhancing deliberate practice in simulation learning. Journal of Nursing Education, 58(7), 431. https://doi.org/10.3928/01484834-20190614-09https://hdl.handle.net/20.500.14078/1445Stress is a significant factor in the effectiveness of simulated learning experiences (Cantrell, Meyer, & Mosack, 2017; Shearer, 2016). Affected by stressors, students’ mental energies are drawn away from actively engaging in deliberate practice opportunities. By decreasing students’ overall stress levels, we theorized that their performance would improve. Examples of improved performance included increased engagement in deliberate practice activities, improved critical thinking, and improved time management skills within a simulation learning environment. We also believed that if students could focus more intentionally on the simulations, the overall learning experience could be enhanced.92.78KBPDFenAttribution-NonCommercial (CC BY-NC)stressmindfulnesssimulated learningpost secondary educationArticlehttps://doi.org/10.3928/01484834-20190614-09