Influencing Prenursing Student Well-Being Through a Five-Week Online Intervention
Leslie A Jennings1, Regina W Urban
1About the Authors Leslie A. Jennings, PhD, MSN/Ed, RN, CNE, is an assistant professor, The University of Texas at Arlington College of Nursing and Health Innovation, Arlington, Texas. Regina W. Urban, PhD, RN, NPD-BC, CNE, MA-LPC, is an assistant professor, The University of Texas at Arlington College of Nursing and Health Innovation. This study was funded by a Nursing Education Research Grant from Sigma Theta Tau International and Chamberlain College of Nursing. The authors would like to thank Daisha Cipher, PhD, for her assistance with statistical analysis. For more information, contact Dr. Jennings at lesliej@uta.edu .
Aim:
The aim of the study was to test a well-being intervention delivered via an open education resource with prenursing students ( n = 87) enrolled in a five-week Introduction to Nursing course prior to applying to an accelerated online BSN program.
Background:
Prenursing students use a variety of time management, study techniques, and self-care strategies and have mental health characteristics that impact academic success. However, research focused on these students is sparse.
Method:
A prospective cohort pretest/posttest design was used to examine change in the study variables included in the course-based well-being intervention.
Results:
Significant pre-post course differences were noted in participants' stress management skills and in select time management and study skills. No significant differences were observed in sleep hours, exercise or mindfulness time, perceived stress, or self-compassion scores.
Conclusion:
Encouraging the creation of an active success and wellness plan in prenursing students that includes self-compassion is essential to promoting well-being as they enter nursing school.
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