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Mindfulness-based interventions, particularly breathing techniques, have shown promise in enhancing cognitive and emotional outcomes. This study aimed to evaluate the effectiveness of Mindful Attention Awareness Breathing (MAAB) on attention and well-being among undergraduate nursing students.
Nursing students must develop self-awareness and emotional stability to effectively interact with patients who come from diverse backgrounds and present with varied healthcare needs. During undergraduate education, students face the dual demands of theoretical learning and clinical practice, which can affect their attention, awareness, and overall well-being. Mindfulness-based practices, particularly breathing techniques, have been shown to support cognitive functioning and emotional balance. Mindful Attention Awareness Breathing is a structured breathing-based mindfulness practice that encourages individuals to focus on their breathing and remain aware of the present moment without judgment.
This experimental study was conducted among undergraduate nursing students in a selected teaching institution to evaluate the effectiveness of Mindful Attention Awareness Breathing on attention, mindfulness, and subjective well-being. Students in the intervention group participated in guided breathing sessions conducted daily for a specified period, while the control group continued with routine academic activities. Attention, mindfulness, and awareness were assessed using standardized instruments, and subjective well-being was measured using a validated student well-being questionnaire.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Mindful Breathing Group | Experimental | 45 first-year students, and 40 second year students were allocated to study group. These students received supervised practice of mindful breathing techniques for 15 days.Intervention sessions were held every day for 20 minutes over 15 consecutive days in morning for the first year B.Sc. Nursing students and afternoon for the second year students. Students were divided into small groups of 10-12 for close observation and asked to assemble in the classroom. The exercises practiced in each session followed a structured sequence which includes pursed-lip breathing for 5 minutes, followed by box breathing for 3-4 minutes and 4-7-8 breathing for 5 minutes, diaphragmatic breathing for 4 minutes, and alternate nostril breathing for about 5 minutes. Students maintained proper posture, eye closure, and breath awareness throughout, with short relaxation intervals between exercises, and concluded with relaxation by placing the palms over the eyes. |
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| Control group | No Intervention | 45 first-year and 40 second year students were allocated to control group and they did not receive the intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Mindful attention awareness breathing | Behavioral | The exercises practiced in each session followed a structured sequence which includes pursed-lip breathing for 5 minutes, followed by box breathing for 3-4 minutes and 4-7-8 breathing for 5 minutes, diaphragmatic breathing for 4 minutes, and alternate nostril breathing for about 5 minutes. Students maintained proper posture, eye closure, and breath awareness throughout, with short relaxation intervals between exercises, and concluded with relaxation by placing the palms over the eyes. |
| Measure | Description | Time Frame |
|---|---|---|
| Mindfulness | Mindful Attention Awareness Scale A 15-item self-report scale measuring attention and awareness. Total score ranges from 15 to 90, with higher scores indicating greater mindfulness. | The assessment was done at baseline on day one and posttest on 15th day of the intervention |
| Measure | Description | Time Frame |
|---|---|---|
| Attention | Attention was determined using the Digit Span Test with total score ranging from 0 to 30, with higher scores indicating better cognitive performance. | Baseline was assessed on day 1 before starting the intervention and posttest was obtained on 15th day of the intervention |
| Well Being |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Sri Ramachandra Institute of Higher Education and Research | Chennai | Tamil Nadu | 600116 | India |
Individual participant data will not be publicly shared. De-identified data may be available from the corresponding investigator upon reasonable request.
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Practice of Mindful breathing for 15 days and its effects on attention, mindfulness and subjective well being among undergraduate students
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The students were allocated to the study and control group randomly and there was no masking
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The wellbeing of the students was assessed using the Student Subjective Well-being Questionnaire a 16-item questionnaire with total scores range from 1-64 and higher scores indicating greater wellbeing The effectiveness of the intervention is determined on all the three components and a correlation is done to determine their effects on each other |
| Baseline on Day 1 and post-intervention Day 15 |