Other Titles
Rapid Presentation Round
Abstract
First-semester nursing student attrition rates average 35% in a community college located in the Mid-Atlantic region of the United States, with high-stress levels identified as a primary contributing factor. Addressing emotional wellness is critical to mitigating stress and improving retention among nursing students. This project implemented a 4-week evidence-based emotional wellness program to enhance students’ coping strategies, reduce perceived stress, and promote overall well-being. The Iowa Model of Evidence-Based Practice guided the development and implementation of the program, which included microlearning modules, nature-based experiential learning, meditation, and holistic activities. First-semester nursing students enrolled in a fundamentals of nursing course were invited to participate voluntarily. The Perceived Stress Scale-10 (PSS-10) was administered pre- and post-program to measure stress levels. Forty-eight students participated in the program. The average pre-implementation PSS-10 score was 18.7, indicating moderate levels of perceived stress. Post-implementation, the average score decreased to 17.4, reflecting a 6.95% reduction in stress levels. This project demonstrates the importance of fostering a supportive learning environment for first-semester nursing students. Evidence-based emotional wellness interventions can mitigate stress, improve coping strategies, and reduce attrition rates in nursing education programs. By integrating structured emotional wellness programs into the curriculum, nursing programs can promote student success and retention, ultimately addressing the challenges of nursing student attrition.
Notes
References:
1. Ashcraft, P. F., & Gatto, S. L. (2018). Curricular interventions to promote self care in prelicensure nursing students. Nurse Educator, 43(3), 140–144. https://doi.org/10.1097/nne.0000000000000450
2. Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A., Rakel, B., Steelman, V., Tripp Reimer, T., & Tucker, S. (2017). Iowa model of evidence based practice: Revisions and validation. Worldviews on Evidence-Based Nursing, 14(3), 175–182. https://doi.org/10.1111/wvn.12223
3. Ciezar-Andersen, S. D., Hayden, K., & King-Shier, K. M. (2021). A systematic review of yoga interventions for helping health professionals and students. Complementary Therapies in Medicine, 58, 102704. https://doi.org/10.1016/j.ctim.2021.102704
4. Doumit, R., Habre, M., Cattan, R., Abi Kharma, J., & Davis, B. (2022). Health promoting behaviors and self efficacy among nursing students in times of uncertainty. Worldviews on Evidence-Based Nursing, 19(6), 500–507. https://doi.org/10.1111/wvn.12590
5. Gawlik, K., Guo, J., Tan, A., & Overcash, J. (2020a). Incorporating a microlearning wellness intervention into nursing student curricula. Nurse Educator, 46(1), 49–53. https://doi.org/10.1097/nne.0000000000000842
6. Green, C. (2019). Teaching accelerated nursing students' self care: A pilot project. Nursing Open, 7(1), 225–234. https://doi.org/10.1002/nop2.384
7. Hansen, M. M., Jones, R., & Tocchini, K. (2017). Shinrin yoku (forest bathing) and nature therapy: A state of the art review. International Journal of Environmental Research and Public Health, 14(8), 851. https://doi.org/10.3390/ijerph14080851
8. Heagele, T. (2024). Quick and easy health-promoting, mood boosting wellness activities for nursing students. Holistic Nursing Practice, 38(1), 24–25. https://doi.org/10.1097/hnp.0000000000000624
9. Lin, X. (2023). Fostering nursing students' retention: The evaluation of an enhanced student success program. Teaching and Learning in Nursing, 18(4), 544–548. https://doi.org/10.1016/j.teln.2023.07.013
10. Okafor, DNP, MSN, BSN, O., Cohn, PhD, T., Dozier, EdD, A., Allen, DNP, W., Martin, DNP, A., & Williams, DNP, C. (2023). Reducing first year nursing students' perceived stress levels using mindfulness meditation. The ABNFF Journal, 2(1), 70–79.
11.Strout, K., Schwartz-Mette, R., McNamara, J., Parsons, K., Walsh, D., Bonnet, J., O'Brien, L. M., Robinson, K., Sibley, S., Smith, A., Sapp, M., Sprague, L., Sabegh, N., Robinson, K., & Henderson, A. (2023). Wellness in nursing education to promote resilience and reduce burnout: Protocol for a holistic multidimensional wellness intervention and longitudinal research study design in nursing education. JMIR Research Protocols, 12, e49020. https://doi.org/10.2196/49020
12. Vermeesch, A., Coro, A., Mattes, K., Ostendorff, D., Timko Olson, E., & Garrigues, L. (2022). Nature-based feasibility intervention to influence mitigation strategies for perceived stress. International Journal of Environmental Research and Public Health, 19(19), 12277. https://doi.org/10.3390/ijerph191912277
Sigma Membership
Lambda Eta
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Undergraduate Nursing Education, First Semester Students, Wellness Program
Recommended Citation
Long, Alana L., "Implementation of an Evidence-Based Emotional Wellness Program for First-Semester Nursing Students" (2025). Creating Healthy Work Environments (CHWE). 97.
https://www.sigmarepository.org/chwe/2025/presentations_2025/97
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Phoenix, Arizona, USA
Conference Year
2025
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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Implementation of an Evidence-Based Emotional Wellness Program for First-Semester Nursing Students
Phoenix, Arizona, USA
First-semester nursing student attrition rates average 35% in a community college located in the Mid-Atlantic region of the United States, with high-stress levels identified as a primary contributing factor. Addressing emotional wellness is critical to mitigating stress and improving retention among nursing students. This project implemented a 4-week evidence-based emotional wellness program to enhance students’ coping strategies, reduce perceived stress, and promote overall well-being. The Iowa Model of Evidence-Based Practice guided the development and implementation of the program, which included microlearning modules, nature-based experiential learning, meditation, and holistic activities. First-semester nursing students enrolled in a fundamentals of nursing course were invited to participate voluntarily. The Perceived Stress Scale-10 (PSS-10) was administered pre- and post-program to measure stress levels. Forty-eight students participated in the program. The average pre-implementation PSS-10 score was 18.7, indicating moderate levels of perceived stress. Post-implementation, the average score decreased to 17.4, reflecting a 6.95% reduction in stress levels. This project demonstrates the importance of fostering a supportive learning environment for first-semester nursing students. Evidence-based emotional wellness interventions can mitigate stress, improve coping strategies, and reduce attrition rates in nursing education programs. By integrating structured emotional wellness programs into the curriculum, nursing programs can promote student success and retention, ultimately addressing the challenges of nursing student attrition.
Description
This project addresses the high attrition rates among first-semester nursing students by implementing a 4-week evidence-based emotional wellness program. Participants will learn about microlearning modules, nature-based experiential learning, meditation, and holistic activities. The program, guided by the Iowa Model of Evidence-Based Practice, significantly reduced perceived stress levels, demonstrating the importance of emotional wellness in improving student retention and success.