Introduction: Nursing students often encounter stressful situations when navigating coursework, examinations, simulation activities, clinical rotations, and maintaining personal responsibilities. Background: Stress in certain circumstances can negatively impact the attainment of educational goals. Nursing educators must address academic stress by building curriculums that include strategies for enhancing well-being and self-care management. The prebrief in simulation-based learning (SBL) may be a platform for promoting holistic techniques like mindfulness to facilitate self-care management within academic settings and foster skill transfer to future clinical practice settings. Methods: This dissertation aimed to examine using SBL to promote self-care with mindfulness in prebrief. A scoping review (ScR) was conducted to review the knowledge about mindfulness in nursing education and SBL. A research study examined mindfulness in prebrief for improving perceived stress, mindfulness, and awareness. An idea for creating a holistic theoretical model for enhancing prebrief practice was explored. Results: The ScR indicated that mindfulness was used in nursing education and rarely in SBL. The study showed no significance with posttest scores after prebrief mindfulness activities. A proposed model was designed to promote self-care practice in prebrief using mindfulness. Discussion: The findings from this dissertation provide a foundation for exploring ways to implement self-care management, including mindfulness, starting with the SBL prebrief in the academic setting.