Influencing Prenursing Student Well-Being Through a Five-Week Online Intervention

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.