Impact of Pre-Class Meditation on Learning Performance and Academic SelfEfficacy among Nursing Students in Uttar Pradesh
J Prof. Prabhu, Sapna Singh
International Journal of Drug Delivery Technology April 21, 2026 DOI: 10.25258/ijddt.16.10s.78 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Quasi-experimental, nonequivalent control group design Pilot study Peer reviewed |
|---|---|
| Sample size | 50 |
| Population | Fourth-year BSc Nursing students from two colleges in Mathura district, Uttar Pradesh, India |
| Intervention | Pre-class meditation |
| Topics | Meditation |
| Keywords | Curriculum Intervention counseling Uttar pradesh Likert scale Scale ratio Focus group Descriptive statistics Nursing Medical education Clinical psychology Academic achievement Cognition Burnout |
| Key findings | Pre-class meditation improved knowledge scores over time within the intervention group, but between-group differences were not significant. |
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.
Comparable studies
Other experimental studies on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| The benefits of being present: Mindfulness and its role in psychological well-being. Cancer patients (clinical intervention study) | 2003 | Mixed methods: scale development, correlational, quasi-experimental, laboratory, experience-sampling, and clinical intervention study | |
| Loving-kindness meditation increases social connectedness. | 2008 | Controlled laboratory experiment | |
| Mindfulness and mind-wandering: Finding convergence through opposing constructs. | 2012 | Two studies: correlational study and experimental study | |
| Mental Training Enhances Attentional Stability: Neural and Behavioral Evidence | 2009 | Experimental study | |
| Mindfulness meditation and substance use in an incarcerated population. Incarcerated population | 2006 | Quasi-experimental with treatment-as-usual control condition |