Leadership effectiveness is directly related to the capacity to set direction, align efforts, and motivate others. Leader development focuses on expanding individual capabilities, including self-awareness, strategic thinking, relationship building, and ethical leadership. Leadership development programmes that include content relating to personal development, self-direction, self-awareness and reflection, are more effective in producing behavioural outcomes (Bornman  & Louw, 2023; Careau et al., 2014; Lacerenza et al., 2017; MacKechnie et  al., 2022; Parapini et al., 2022; Rosenman et al., 2014; Torres-Landa et al.,  2021).

Mindfulness, involving focused, non-judgmental awareness of the present, can reduce stress and improve both mental and physical health (Kabat-Zinn,  1990; Malik & Annabi, 2022). It has been shown to reduce rumination and improve emotional stability, cognitive function, communication and empathy, enhancing patient care and physician performance (Kajee  et al., 2024; Malik & Annabi, 2022).

The inclusion of mindfulness practice in leadership development content has been suggested as a holistic self-development approach to support leaders' self-awareness, social awareness, and ethical decision-making, which are essential for effective leadership (Urrila, 2022). In a 2022 systematic review, Urrila found that mindfulness practices impact leaders' personal wellbeing, work productivity, relationships, and inner growth.

Mindfulness interventions vary considerably in content, length, and intensity, but should be tailored to meet specific audience needs and intended outcomes (Davidson  & Kaszniak, 2015) . Effective mindfulness interventions rely heavily on sustained independent and home practice beyond formal programmes for long-term benefits (Ceravolo  & Raines, 2019; Reitz et al., 2020).

Jon Kabat-Zinn developed Mindfulness-based Stress Reduction (MBSR) (Kabat-Zinn, 2003) which is one of the most well-known and widely used mindfulness training programmes and has demonstrated effectiveness in healthcare professionals (Kajee et al., 2024). The principles and practices of MBSR are as follows:

Mindfulness Principles

• Non-Judgment: Learning to observe experiences without labelling them as good or bad.

• Patience: Understanding that mindfulness is a gradual process that develops over time.

• Beginner's Mind: Approaching experiences with a fresh perspective, as if seeing them for the first time.

• Trust: Developing trust in oneself and one's experiences.

• Non-Striving: Emphasising being rather than doing, letting go of the need to achieve or change things immediately.

• Acceptance: Acknowledging and accepting things as they are in the present moment.

• Letting Go: Learning to release attachments to thoughts, feelings, and experiences.

Mindfulness Practices

• Focused Attention Meditation: This involves focusing on a single object, such as the breath. When the mind wanders, gently bring your attention back to the breath.

• Body Scan Meditation: Mentally scan your body from head to toe, noticing any sensations in a non-judgmental way. This practice helps to develop a deep awareness of the body and its sensations.

• Walking Meditation: Pay attention to the movement of the feet and legs, and the feeling of the ground beneath the feet. Practice very slowly to enhance mindfulness.

• Loving-kindness Meditation: Send thoughts of well-being and kindness to oneself and others, helping to cultivate compassion and emotional resilience.

Mindfulness is most effective when practiced daily at home. Mindful yoga classes or audio guided mindfulness sessions may be beneficial. This helps integrate mindfulness into daily life and reinforces the skills learned during the sessions.

Self-awareness leads to informed states and better leadership. A mindful leader, rooted in the present, can respond effectively and make informed decisions. Informed mindfulness helps leaders act in accordance with their values and navigate complex situations (Perlman, 2015). Mindfulness can be applied to various aspects of life, and can reduce stress and improve overall wellbeing (Kabat-Zinn, 2003).

References:

Bornman, J., & Louw, B.  (2023). Leadership Development Strategies in Interprofessional Healthcare  Collaboration: A Rapid Review. Journal of  Healthcare Leadership, Volume 15,  175–192. https://doi.org/10.2147/JHL.S405983

Careau, E., Biba, G., Brander,  R., Van Dijk, J. P., Verma, S., Paterson, M., & Tassone, M. (2014). Health  leadership education programs, best practices, and impact on learners'  knowledge, skills, attitudes, and behaviors and system change: a literature  review. Journal of Healthcare Leadership,  6, 39–50.  https://doi.org/10.2147/JHL.S61127

Ceravolo, D., & Raines, D.  A. (2019). The Impact of a Mindfulness Intervention for Nurse Managers. Journal of Holistic Nursing, 37(1), 47–55.  https://doi.org/10.1177/0898010118781620/ASSET/IMAGES/LARGE/10.1177_0898010118781620-FIG1.JPEG

Davidson, R. J., &  Kaszniak, A. W. (2015). Conceptual and methodological issues in research on  mindfulness and meditation. The American  Psychologist, 70(7),  581–592. https://doi.org/10.1037/A0039512

Kabat-Zinn, J. (1990). Full catastrophe living : using  the wisdom of your body and mind to face stress, pain, and illness. Delacorte Press, 1990.  https://books.google.com/books/about/Full_Catastrophe_Living.html?id=QeGGPwAACAAJ

Kabat-Zinn, J. (2003).  Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology: Science and Practice,  10(2), 144–156.  https://doi.org/10.1093/CLIPSY.BPG016

Kajee, N., Montero-Marin, J.,  Saunders, K. E. A., Myall, K., Harriss, E., & Kuyken, W. (2024).  Mindfulness training in healthcare professions: A scoping review of systematic  reviews. Medical Education, 58(6), 671–686.  https://doi.org/10.1111/MEDU.15293

Lacerenza, C. N., Reyes, D.  L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training  design, delivery, and implementation: A meta-analysis. Journal of Applied Psychology, 102(12), 1686–1718.  https://doi.org/10.1037/apl0000241

MacKechnie, M. C., Miclau, T.  A., Cordero, D. M., Tahir, P., & Miclau, T. (2022). Leadership development  programs for healthcare professionals in low‐and middle‐income countries: A  systematic review [Article]. The  International Journal of Health Planning and Management, 37(4), 2149–2166.  https://doi.org/10.1002/hpm.3457

Malik, H., & Annabi, C. A.  (2022). The impact of mindfulness practice on physician burnout: A scoping  review. Frontiers in Psychology,  13.  https://doi.org/10.3389/FPSYG.2022.956651

Parapini, M. L., Hirpara, D.  H., Scott, T. M., Sidhu, R., & Karimuddin, A. A. (2022). Leadership  development programs for surgical residents: A narrative review of the  literature. Health Sciences Review,  3, 100025.  https://doi.org/10.1016/j.hsr.2022.100025

Perlman, A. (2015). Informed  Mindfulness as the Foundation for Leadership. Explore  (New York, N.Y.), 11(4),  324–325. https://doi.org/10.1016/J.EXPLORE.2015.04.012

Reitz, M., Waller, L.,  Chaskalson, M., Olivier, S., & Rupprecht, S. (2020). Developing leaders  through mindfulness practice. Journal of  Management Development, 39(2),  223–239. https://doi.org/10.1108/JMD-09-2018-0264

Rosenman, E. D., Shandro, J.  R., Ilgen, J. S., Harper, A. L., & Fernandez, R. (2014). Leadership  training in health care action teams: A systematic review. In Academic Medicine (Vol. 89, Issue 9, pp.  1295–1306). https://doi.org/10.1097/ACM.0000000000000413

Torres-Landa, S., Wairiri, L.,  Cochran, A., & Brasel, K. J. (2021). Evaluation of leadership curricula in  general surgery residency programs. American  Journal of Surgery, 222(5),  916–921. https://doi.org/10.1016/j.amjsurg.2021.05.012

Urrila, L. I. (2022). From  personal wellbeing to relationships: A systematic review on the impact of  mindfulness interventions and practices on leaders. Human Resource Management Review, 32(3).  https://doi.org/10.1016/j.hrmr.2021.100837