Academic Level at Time of Presentation
Graduate
Major
DNP- Nurse Anesthesia
2nd Student Academic Level at Time of Presentation
Graduate
2nd Student Major
DNP- Nurse Anesthesia
List all Project Mentors & Advisor(s)
Dr. Tiffany Eye
Presentation Format
Poster Presentation
Abstract/Description
Abstract
Purpose
Nurse anesthesia students experience substantial academic and clinical stress, placing them at increased risk for anxiety, depression, burnout, and suicidal ideation. Despite this risk, there is limited guidance on the effectiveness of standardized, programmatic wellness initiatives in nurse anesthesia education. The purpose of this project was to evaluate whether implementation of a standardized wellness program, compared with reliance on independent student-initiated practices, could improve mental, physical, emotional, and spiritual well-being among second- and third-year nurse anesthesia students.
Methodology
A pre–post intervention design was used over a six-month period at a large academic institution. Second- and third-year nurse anesthesia students participated in a standardized wellness program that incorporated mental health education, mindfulness, promotion of physical activity, peer support, mentorship, and suicide prevention resources. Data were collected using anonymous electronic surveys administered before and after the intervention via email. Outcome measures included the Medical Student Well-Being Index (MSWBI), Perceived Stress Scale (PSS), Ask Suicide-Screening Questions (ASQ), and self-reported frequency of wellness behaviors across four domains of health: physical, mental, emotional, and spiritual. Because surveys were anonymous and unpaired, independent-samples t-tests were used to compare pre- and post-intervention outcomes.
Results
Thirty-six students consented to participate, with 34 completing post-intervention surveys. Of the four domains, mental health wellness behaviors showed a statistically significant increase following the intervention (p = 0.02), with a marked reduction in the proportion of students reporting no weekly mental health activities. Physical, emotional, and spiritual wellness behaviors showed modest, non-significant improvements. MSWBI scores trended toward lower risk but were not statistically significant (p = 0.34), while perceived stress scores remained unchanged (p = 0.44). Reported burnout increased significantly post-intervention (p = 0.004), which may reflect heightened awareness rather than worsening well-being. Positive suicide risk screenings decreased slightly but did not reach statistical significance.
Conclusion
Implementation of a standardized wellness program was associated with increased engagement in mental health behaviors among nurse anesthesia students, supporting the value of programmatic wellness initiatives over reliance on individual practices. Persistent stress and increased reported burnout highlight the influence of structural and academic demands and suggest that wellness interventions alone are insufficient without institutional support. Future wellness strategies should integrate peer support, protected time, and system-level changes to more effectively address burnout and promote holistic well-being in nurse anesthesia education.
Keywords: nurse anesthesia students, wellness program, student well-being, burnout, perceived stress, mental health, graduate nursing education, mindfulness
Fall Scholars Week 2025
Other (Please write in)
Spring Scholars Week 2026
Nurse Anesthesia DNP Project Presentations
Included in
Exploring the Impact of a Multifaceted Standardized Wellness Program on Physical, Mental, Emotional, and Spiritual Health in Nurse Anesthesia Students
Abstract
Purpose
Nurse anesthesia students experience substantial academic and clinical stress, placing them at increased risk for anxiety, depression, burnout, and suicidal ideation. Despite this risk, there is limited guidance on the effectiveness of standardized, programmatic wellness initiatives in nurse anesthesia education. The purpose of this project was to evaluate whether implementation of a standardized wellness program, compared with reliance on independent student-initiated practices, could improve mental, physical, emotional, and spiritual well-being among second- and third-year nurse anesthesia students.
Methodology
A pre–post intervention design was used over a six-month period at a large academic institution. Second- and third-year nurse anesthesia students participated in a standardized wellness program that incorporated mental health education, mindfulness, promotion of physical activity, peer support, mentorship, and suicide prevention resources. Data were collected using anonymous electronic surveys administered before and after the intervention via email. Outcome measures included the Medical Student Well-Being Index (MSWBI), Perceived Stress Scale (PSS), Ask Suicide-Screening Questions (ASQ), and self-reported frequency of wellness behaviors across four domains of health: physical, mental, emotional, and spiritual. Because surveys were anonymous and unpaired, independent-samples t-tests were used to compare pre- and post-intervention outcomes.
Results
Thirty-six students consented to participate, with 34 completing post-intervention surveys. Of the four domains, mental health wellness behaviors showed a statistically significant increase following the intervention (p = 0.02), with a marked reduction in the proportion of students reporting no weekly mental health activities. Physical, emotional, and spiritual wellness behaviors showed modest, non-significant improvements. MSWBI scores trended toward lower risk but were not statistically significant (p = 0.34), while perceived stress scores remained unchanged (p = 0.44). Reported burnout increased significantly post-intervention (p = 0.004), which may reflect heightened awareness rather than worsening well-being. Positive suicide risk screenings decreased slightly but did not reach statistical significance.
Conclusion
Implementation of a standardized wellness program was associated with increased engagement in mental health behaviors among nurse anesthesia students, supporting the value of programmatic wellness initiatives over reliance on individual practices. Persistent stress and increased reported burnout highlight the influence of structural and academic demands and suggest that wellness interventions alone are insufficient without institutional support. Future wellness strategies should integrate peer support, protected time, and system-level changes to more effectively address burnout and promote holistic well-being in nurse anesthesia education.
Keywords: nurse anesthesia students, wellness program, student well-being, burnout, perceived stress, mental health, graduate nursing education, mindfulness