Document Type
Presentation
Publication Date
4-2026
Faculty Mentor
Nancy Carson
Abstract
Wellness In Action: Implementation of an Experiential Wellness Elective for Occupational Therapy Students
Graduate student mental health is a growing concern in higher education, highlighted by the student experience of high levels of stress, burnout, and declining well-being that impair academic and daily functioning (SenthilKumar et al.,2023; Bullock et al.,2017). Research highlights the need for proactive, holistic interventions that provide education and support skill development (Henrico, 2021; Van Oss et al., 2025). To address this need, this capstone project aimed to design, implement, and evaluate an experiential wellness elective for occupational therapy (OT) doctoral students within a graduate health professions academic department. Key project aims included development of a tailored, evidence-informed course, expansion of student access to wellness resources, and gathering of data to inform future implementations of wellness interventions.
Course design was guided by SAMHSA’s eight dimensions of wellness and the Model of Human Occupation and was implemented using a group-based, experiential format over a 12-week period. Six OT students participated in the course comprised of (n=4) 2nd year and (n=2) 3rd year students. Course content was organized into four modules focusing on four domains of wellness; physical, emotional, social, and occupational wellness. The content of each module included lectures, reflective practices, skill-building activities and tools, and community-based experiential sessions. The aims of the course focused on fostering student resiliency, self-efficacy, exploration of wellness topics and resources, and the practical application of wellness strategies for personal and professional use.
Project impacts were evaluated using a mixed-methods approach, including pre- and post-course quantitative surveys and post-course qualitative interviews. Following the course, all participants (n=6) reported improved overall well-being and increased engagement in wellness behaviors. Participants also demonstrated enhanced self-efficacy, knowledge of wellness strategies, and confidence in applying these skills in both personal and professional contexts. Qualitative data supported these outcomes and highlighted the role of structured reflection, development of skills (e.g. self-compassion), and application of wellness strategies in personal routines and in promoting wellness in others.
References
Bullock, G., Kraft, L., Amsden, K., Gore, W., Prengle, B., Wimsatt, J., Ledbetter, L., Covington, K., & Goode, A. (2017). The prevalence and effect of burnout on graduate healthcare students. Canadian Medical Education Journal, 8(3), e90–e108.
Henrico, K. (2022). Sustaining student wellness in higher educational institutions: Possible design principles and implementations strategies. The Journal for Transdisciplinary Research in Southern Africa, 18(1). https://doi.org/10.4102/td.v18i1.1114
SenthilKumar, G., Mathieu, N. M., Freed, J. K., Sigmund, C. D., & Gutterman, D. D. (2023). Addressing the decline in graduate students’ mental well-being. American Journal of Physiology-Heart and Circulatory Physiology, 325(4), H882–H887. https://doi.org/10.1152/ajpheart.00466.2023
Van Oss, T., Miller, M., D’Amicantonio, S., Wood, M., Sawyer, M.D. (2025). Incorporating Self Care into First Year Student Curriculum to Promote Healthy Lifestyles. Am J Occup Ther, Vol. 79(Supplement_2), 7911500423p1. https://doi.org/10.5014/ajot.2025.79S2-PO407
Recommended Citation
Short, Heather, "Wellness in Action: Implementation of an Experiential Wellness Elective for Occupational Therapy Students" (2026). Entry-Level Occupational Therapy Doctorate - Doctoral Capstone Symposium. 103.
https://medica-musc.researchcommons.org/muscotd-elotd/103