Experiential Course Learning, Wellness, and Higher Education: Qualitative Descriptive Study

Keywords

higher education, wellness, health, experiential learning, stress management, nursing education

Abstract

Background: Undergraduate students, including those preparing for health professions, report high rates of psychological distress and underuse of traditional counseling services. Credit-bearing wellness courses that combine psychoeducation with experiential learning may offer a scalable, curriculum-based approach to supporting student well-being.

Objective: This qualitative study explored how undergraduate students described personal growth, coping, and lifestyle changes following participation in experiential wellness courses.

Methods: An anonymous postcourse online survey captured open-ended responses from students enrolled across 6 wellness course sections. The courses emphasized stress physiology, evidence-based coping strategies, and weekly experiential assignments. Narrative responses from 110 participants were analyzed inductively using the reflexive thematic analysis developed by Braun and Clarke within a constructivist-interpretivist paradigm.

Results: A total of six themes were identified: (1) healthy habits and practical lifestyle change; (2) stress management skills and mental health techniques; (3) self-reflection, awareness, and personal growth; (4) relevance and immediate applicability; (5) peer connection and discussion-based learning; and (6) course structure and opportunities for improvement. Students described adopting new coping strategies, developing greater self-awareness, and perceiving course content as relevant and applicable to their daily lives.

Conclusions: Students described experiential wellness courses as supportive of coping, self-awareness, and behavior change. These findings provide insight into how students engage with and interpret course-based wellness education. Curriculum-integrated approaches may represent a complementary strategy to support student well-being. Future research should examine these approaches across diverse populations and over time.

Original Publication Citation

Watson, A. L., Peterson, N., Thatcher, B., Thompson, M., Hunsaker, S., Hooley, C., Erekson, D., *Simpson, A., Snow, G., & **Detrick, R. (2026). ‘Becoming Well’ Through Experiential Course Learning in Higher Education Students: A Qualitative Descriptive Study. JMIR Medical Research, 12, e88642. doi: 10.2196/88642 https://mededu.jmir.org/2026/1/e88642

Document Type

Peer-Reviewed Article

Publication Date

2026-05-06

Publisher

JMIR Medical Education

Language

English

College

Nursing

University Standing at Time of Publication

Assistant Professor

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