Impact of Pre-Class Meditation on Learning Performance and Academic SelfEfficacy among Nursing Students in Uttar Pradesh

A pilot study with 50 fourth-year BSc Nursing students in Mathura, India, tested whether a brief pre-class meditation improved learning and academic self-efficacy. The intervention group showed significant gains in knowledge scores over time, and their posttest 2 scores were higher (21.48 ± 5.51) than controls (18.72 ± 6.86), but between-group differences were not statistically significant. Academic self-efficacy increased in both groups, with a stronger trend in the meditation group, yet again between-group differences were non-significant. The authors suggest pre-class meditation has potential to enhance cognitive readiness and confidence in nursing education.

Study at a glance

Abstract

Introduction: Enhancing students’ focus and engagement is essential for effective learning. Meditation has been associated with improved attention, memory, and emotional regulation. This pilot study evaluated the effect of pre-class meditation on learning performance and academic self-efficacy among BSc Nursing students. Methods: A quasi-experimental, nonequivalent control group design was adopted. Using non-probability purposive sampling, 50 fourth-year BSc Nursing students (25 intervention, 25 control) from two colleges in Mathura district, Uttar Pradesh, India, were selected. Data were collected through a structured knowledge questionnaire and a modified 5-point Likert scale on academic self-efficacy. Descriptive statistics and inferential tests, including paired and independent t-tests, Pearson correlation, and repeatedmeasures ANOVA, were used for analysis. Results: The intervention group demonstrated significant improvement in knowledge scores over time (p < 0.05), though between-group differences were not significant (F = 0.314, p = 0.57). Posttest 2 scores were higher in the intervention group (21.48 ± 5.51) than in the control group (18.72 ± 6.86). Academic selfefficacy also increased significantly within both groups, with a stronger upward trend in the intervention group; however, between-group differences remained non-significant. No correlation was found between pre-test knowledge and selfefficacy. Conclusion: Pre-class meditation showed potential to enhance learning performance and academic self-efficacy, supporting its integration in nursing education. Implications for Holistic Nursing: Integrating meditation into nursing curricula may enhance students’ cognitive readiness, emotional balance, and academic confidence.