The effectiveness of neurofeedback on the management of academic performance in students with academic failure: experimental research

Abstract

Background: The present study aimed to study the impact of neurofeedback on the academic performance of nursing students with academic failure. Methods: This study was an experimental one with a pretest–posttest design with a control group. The statistical population of this research was the nursing students of the Faculty of Nursing, Tehran University of Medical Sciences University of Medical Sciences. The sample of this study consisted of 60 individuals chosen by a simple random sampling method and two experiment groups (N=30) and a control group (N=30) were replaced by accident. Neurofeedback was an advanced Raven test and a researcher-made questionnaire for data collection. Thereafter, the experimental group was treated with neurofeedback for 7–10 weeks and 20 50-min therapeutic sessions as the experimental condition. In the first 130 s, the baseline was determined for the individual, and during the session, the baseline was practiced. Each session consisted of six exercises, each lasting 7 min. Results: The results of the covariance analysis showed that students who had an educational drop and were trained in neurofeedback sessions showed a significant increase in the next half (P<0.05) compared to the control group. Conclusion: The results of this study showed that neurofeedback is an effective method for managing the academic performance of nursing students with academic failure.