Sense of Belonging and Wellbeing Curriculum for First-Year Nursing Students

Transitioning to college often presents significant challenges for first-year baccalaureate nursing students, negatively impacting their sense of belonging and wellbeing. Fostering a sense of belonging is vital for academic success, persistence, professional development, and overall student wellness. However, limited formal opportunities for collaboration, teambuilding, and peer engagement contribute to feelings of disconnection amongst first-year nursing students, impacting students’ sense of belonging. The purpose of this project was to develop an evidence-based curriculum that fosters a sense of belonging and wellbeing (SBWC) for first-year baccalaureate nursing students at a University in the Northeast and assess its impact on students’ sense of belonging and wellbeing. The curriculum integrated evidence-based interventions, that enhanced sense of belonging and wellbeing through activities such as icebreakers, physical activity, and teambuilding exercises. 147 first year nursing students were eligible to participate. A modified University Belonging Questionnaire (mUBQ) summative mean initial score of 83% increased to 85% by week nine of the semester. The Post-Intervention Mini Surveys provided valuable student feedback to inform three Plan-Do-Study-Act (PDSA) cycles. Small group activities and meet the faculty day were the highest-rated activities amongst survey respondents (n= 90) that enhanced students’ sense of belonging, 87.8% and 84.4% respectively. 96.7% of survey respondents (n= 90) indicated that participating in the curriculum was effective in improving their sense of belonging. Qualitative data was overall positive, and the developed curriculum effectively facilitated and maintained high levels of belonging. Further work may focus on refining the curriculum to further evaluate the long-term impacts of this SBWC and associated activities on four-year retention, as well as academic and professional development.