Doctoral nursing students experience high stress levels and mental health challenges, impacting resilience and professional readiness. Teaching wellness practices is essential to support student well-being and retention. High rates of stress and attrition among new nurses highlight the need for wellness-focused education, yet traditional teaching methods may not effectively promote self-care and stress reduction. Guided by Kolb’s Experiential Learning Theory and the American Association of Colleges of Nursing Essentials Domain 10, this practice improvement project involved evaluation of a 40-minute guided meditation for Doctor of Nursing Practice students. The intervention included breath work, emotional grounding, and cognitive recentering. Using a pre-posttest design, 39 participants reported significantly reduced stress ( P < .001) and increased relaxation ( P < .001). Nearly all endorsed benefits to personal well-being and recommended future integration. Findings suggest experiential meditation fostered resilience and self-care, offering nurse educators a practical strategy to enhance student wellness, professional development, and workforce sustainability.
Gomez et al. (Mon,) studied this question.