Other Titles
PechaKucha Presentation
Abstract
Introduction: This quality improvement project assessed the impact of facilitating a wellness session on the confidence and interest of senior nursing students as part of their transition to practice experiences. We explored the role of collaborative wellness activities led by students and their effects on overall wellbeing.
About 60% of U.S. college students show signs of mental health disorders (Lipson et al., 2022). The mental health challenges are rising, making it crucial to address their overall wellbeing. There's a significant correlation between clinical trainees' burnout, depression, and increased risk of suicidal thoughts (Menon et al., 2020). The three core barriers to wellness identified were pressure from instructors, the behavior of staff nurses, and perceptions of untrustworthiness (Amattayakong et al., 2020). Interventions that reduce academic stress can offer substantial health benefits to students while enhancing academic outcomes (Gawlik et al., 2021; Wei et al., 2021).
Purpose: The aim was to integrate wellness into the curriculum, drawing inspiration from AACN sub-competencies 2.8 and 10.1 emphasizing self-care. This integration aimed to open up leadership opportunities, provide rationale for chosen wellness initiatives, alleviate stress, and introduce innovative clinical experiences.
Methods: A community leadership wellness activity with a nursing focus was incorporated into the senior synthesis course. Out of 42 participating students, 18 volunteered to lead 30-minute wellness sessions weekly before the start of seminar classes. After the course's conclusion, these student leaders filled out a survey about their self-care habits. They also rated their confidence in leading such sessions using a Likert scale (1-5, 5 being highest), and stated their post-graduation intentions regarding wellness leadership.
Results: Exercise was the top self-care activity among participants, with music and stretching following closely. Journaling, reading, and writing saw fewer takers, while even fewer opted for meditation. The average confidence level of students increased post-session, indicating these sessions positively influenced students' readiness and willingness to lead wellness initiatives after graduation.
Limitations: Challenges arose due to the accelerated class format, limited time, competing academic priorities, and technological constraints. Restricting the study to one class session potentially reduces its broader applicability. Additionally, the scales used might not wholly represent the intricate emotions of the participants.
Conclusions/Implications for Practice: Embedding wellness into academic structures can significantly enhance student wellbeing and cultivate a sense of community. Students perceived immense value in the sessions, highlighting personal growth, teamwork, and expressing unanimous support for their continuity. To truly understand the sessions' impact, comprehensive research encompassing diverse student populations is paramount.
Notes
References:
Allan J, Olcon K, Everingham R, Fox M, Pai P, Mackay M, et al. (2023). Leading wellness in healthcare: A qualitative study of leadership practices for wellness in hospital settings. PLoS ONE 18(7): e0285103.
Amattayakong, C., Klunklin, A., Kunawiktikul, W., Kuntaruksa, K., & Turale, S. (2020). Wellness among nursing students: A qualitative study. Nurse Education in Practice.
American Association of Colleges of Nursing. (2021). Essentials. Retrieved from https://www.aacnnursing.org/essentials
Lipson, S. K., Lattie, E. G., & Eisenberg, D. (2022). Increased rates of mental health service utilization by U.S. college students: 10-year population-level trends (2007–2017). Psychological Services, 16(1), 201-208.
Melnyk BM, et al. (2021). Critical Care Nurses' Physical and Mental Health, Worksite Wellness Support, and Medical Errors. Am J Crit Care.
Menon, V., Sarkar, S., & Kumar, S. (2020). Suicidal ideation and attempts in patients with major depression: Sociodemographic and clinical variables. Journal of Neurosciences in Rural Practice, 11(2), 253.
Pursio, K., Kankkunen, P., Sanner-Stiehr, E., & Kvist, T. (2021). Professional autonomy in nursing: An integrative review. Journal of Nursing Management.
Wei, Y., Zhang, L., & Liu, J. (2021). Efficacy of psychological interventions in reducing academic procrastination and academic stress: A meta-analysis. Journal of Affective Disorders, 281, 786-797.
Sigma Membership
Nu at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quality Improvement
Research Approach
Other
Keywords:
Well-being, Nursing Students, Nursing Education, Transition to Practice
Recommended Citation
Nwankpa, Uzo, "The Impact of Collaborative Well-being Sessions on Senior Nursing Students" (2026). Creating Healthy Work Environments (CHWE). 1.
https://www.sigmarepository.org/chwe/2024/posters_2024/1
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2024
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-02-10
The Impact of Collaborative Well-being Sessions on Senior Nursing Students
Washington, DC, USA
Introduction: This quality improvement project assessed the impact of facilitating a wellness session on the confidence and interest of senior nursing students as part of their transition to practice experiences. We explored the role of collaborative wellness activities led by students and their effects on overall wellbeing.
About 60% of U.S. college students show signs of mental health disorders (Lipson et al., 2022). The mental health challenges are rising, making it crucial to address their overall wellbeing. There's a significant correlation between clinical trainees' burnout, depression, and increased risk of suicidal thoughts (Menon et al., 2020). The three core barriers to wellness identified were pressure from instructors, the behavior of staff nurses, and perceptions of untrustworthiness (Amattayakong et al., 2020). Interventions that reduce academic stress can offer substantial health benefits to students while enhancing academic outcomes (Gawlik et al., 2021; Wei et al., 2021).
Purpose: The aim was to integrate wellness into the curriculum, drawing inspiration from AACN sub-competencies 2.8 and 10.1 emphasizing self-care. This integration aimed to open up leadership opportunities, provide rationale for chosen wellness initiatives, alleviate stress, and introduce innovative clinical experiences.
Methods: A community leadership wellness activity with a nursing focus was incorporated into the senior synthesis course. Out of 42 participating students, 18 volunteered to lead 30-minute wellness sessions weekly before the start of seminar classes. After the course's conclusion, these student leaders filled out a survey about their self-care habits. They also rated their confidence in leading such sessions using a Likert scale (1-5, 5 being highest), and stated their post-graduation intentions regarding wellness leadership.
Results: Exercise was the top self-care activity among participants, with music and stretching following closely. Journaling, reading, and writing saw fewer takers, while even fewer opted for meditation. The average confidence level of students increased post-session, indicating these sessions positively influenced students' readiness and willingness to lead wellness initiatives after graduation.
Limitations: Challenges arose due to the accelerated class format, limited time, competing academic priorities, and technological constraints. Restricting the study to one class session potentially reduces its broader applicability. Additionally, the scales used might not wholly represent the intricate emotions of the participants.
Conclusions/Implications for Practice: Embedding wellness into academic structures can significantly enhance student wellbeing and cultivate a sense of community. Students perceived immense value in the sessions, highlighting personal growth, teamwork, and expressing unanimous support for their continuity. To truly understand the sessions' impact, comprehensive research encompassing diverse student populations is paramount.
Description
The study examines senior nursing students' experience after conducting peer wellness sessions. Results indicate student-led sessions bolster confidence. Attendees will discern the significance of these activities on overall well-being.