Nurses often work in busy and stressful hospital environments, which can affect their well-being, job satisfaction, and work performance. Mindfulness is a set of practices that help individuals focus on the present moment and cope better with stress. Mindfulness-based programs have been shown to reduce stress and improve emotional well-being in healthcare workers, but their effects on nurses' job satisfaction and work performance are not yet well understood.

This study aims to examine whether a mindfulness-based psychoeducation program can reduce job stress and improve job satisfaction and job performance among nurses. The study will include nurses working in a public hospital in Isparta, Turkey. Participants will be randomly assigned to either an intervention group that receives the mindfulness program or a control group. All participants will complete assessments before the program, after the program, and again three months later.

The findings of this study are expected to provide useful information on whether mindfulness training can improve nurse's important work-related outcomes.

Mindfulness has long been an important area of research in clinical psychology, and its use has expanded into organizational settings as evidence grows regarding its positive effects on employees' well-being and work-related outcomes. Nurses, who often work under heavy workload, emotional demands, and stressful conditions in hospital environments, are among the occupational groups that may benefit most from such interventions. High levels of work stress among nurses can negatively influence their psychological, physiological, and social well-being, and can reduce job satisfaction and work performance.

Although previous studies have examined the impact of mindfulness-based programs on outcomes such as stress, burnout, empathy, depressive symptoms, and quality of work life among nurses, the evidence regarding their effects on job satisfaction is limited and inconsistent. Moreover, mindfulness-based interventions have rarely been evaluated in relation to the multidimensional nature of nurses' job performance. There remains a need for well-designed studies that examine how mindfulness training may influence nurses' job-related outcomes more comprehensively.

This study aims to address this gap by evaluating the effects of a mindfulness-based psychoeducation program on job stress, job satisfaction, and job performance among nurses working in a major public hospital in Isparta, Turkey. The study will employ a randomized controlled design with baseline, post-intervention, and three-month follow-up assessments. Nurses will be randomly allocated to an intervention group, which will participate in the mindfulness-based psychoeducation program, or to a control group that will not receive any intervention during the study period.

The intervention includes structured psychoeducational content and mindfulness practices tailored for healthcare professionals, focusing on developing present-moment awareness, improving coping skills, and enhancing emotional balance in demanding clinical environments. By assessing changes across multiple time points, the study aims to provide a more complete understanding of the program's short-term and sustained effects.

The findings are expected to contribute to the literature by offering clearer evidence on whether mindfulness-based programs can improve nurses' job stress and key job-related outcomes, particularly job satisfaction and multidimensional job performance, which have been insufficiently explored in previous research.

Inclusion Criteria:

• Currently employed as a staff nurse in the hospital's clinical units.
• Willing to voluntarily participate in the study.

Exclusion Criteria:

• Previous participation in any mindfulness-based program.
• Presence of a major psychiatric disorder or currently receiving psychiatric medication or psychotherapy.
• Active medical condition that prevents participation in the program (e.g., malignancy).
• Currently experiencing bereavement.
• Holding managerial or head nurse positions, due to different roles and responsibilities.

Any potential future sharing would follow strict anonymization and ethical approval procedures to protect participant confidentiality.

Randomization, intervention delivery, and outcome assessment will be conducted by three different researchers to maintain role separation. The researcher responsible for randomization will generate and assign the allocation sequence but will not be involved in intervention delivery or data assessment. The researcher delivering the mindfulness-based intervention will know group assignments but will not participate in data collection or analysis. The outcomes assessor, who is responsible for data collection and statistical analysis, will remain blinded to group assignments throughout the study and will not have access to the randomization list or any information that could reveal participant allocation.