Abstract
Occupational therapy graduate students report poor well-being during their educational experience. This convergent mixed-methods study (quantitative approach presented) examined the effectiveness of an occupation-based intervention in promoting well-being. Forty-one entry-level doctorate students (intervention = 18, control = 23) completed four standardized measures at three timepoints. The manualized intervention included six 45-minute virtual synchronous sessions, once per week. Data were analyzed using two-way mixed analysis of variance (ANOVA). Statistically significant differences in well-being (p = .024, = .09), self-compassion (p = .006, = .12), and engagement in meaningful occupations (p = .014, = .10) between groups, indicating intervention effectiveness. Intervention study participants were self-compassionate and intentional about promoting their well-being; therefore, increasing their participation in a variety of meaningful occupations moved them toward more occupational balance and improved well-being. This occupation-based intervention could be offered to promote student well-being through engagement in meaningful occupations.
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