Integrating a Stress Management Retreat as a Pedagogical Strategy in Occupational Therapy Education

Occupational therapy students face high levels of academic and professional stress that can negatively impact learning, performance, and well-being. This article describes an instructional strategy implemented in a foundational occupational therapy doctoral course: a 3-h stress management retreat grounded in self-determination theory (SDT). Integrated into a module on compassion fatigue, the retreat included mindfulness, journaling, environmental awareness, and self-care goal-setting activities designed to support students' autonomy, competence, and relatedness. Faculty actively participated in each phase, modeling therapeutic use of self and reinforcing wellness as a professional responsibility. Pre- and post-retreat surveys revealed modest improvements in students' perceived stress regulation and academic confidence. Student reflections and facilitated discussions highlighted increased self-awareness and professional insight. This experiential, replicable intervention offers a flexible, evidence-informed approach to promoting resilience and embedding well-being into occupational therapy education and clinical preparation.