Background: Occupational therapy graduate students report poor well-being during their educational experience.Objective: This convergent mixed-methods study (quantitative approach presented) examined the effectiveness of an occupation-based intervention in promoting well-being.Methodology: 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).Results: Statistically significant differences in well-being (p = .024, eta p 2 = .09), self-compassion (p = .006, eta p 2 = .12), and engagement in meaningful occupations (p = .014, eta p 2 = .10) between groups, indicating intervention effectiveness.Conclusion: 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. Efficacy of an Intervention about Everyday Activities that People Want and Need to Do and That Give Meaning and Purpose in Life Helps to Increase Well-Being in Occupational Therapy Graduate StudentsOccupational therapy students experience decreased well-being while in school. Being compassionate toward oneself and having time to participate in a variety of meaningful everyday activities can positively impact a person's well-being. This study's purpose was to determine if an intervention that included content about self-compassion and participating in a variety of meaningful everyday activities helps to increase occupational therapy student well-being. The original research study collected both quantitative (numerical ratings) and qualitative (descriptive reflections), but this article only includes the quantitative information. Four assessments were used to collect self-reported ratings from 41 occupational therapy doctorate students (intervention group = 18, control group = 23) at three timepoints (before the intervention, immediately following the intervention, 6 weeks following the intervention). The intervention consisted of six 45-minute virtual synchronous sessions, delivered once per week, and included a variety of activities (e.g., small and large group discussions, exploration, reflection, and practice opportunities and mini teaching sessions). Ratings were compared across time (e.g., change in intervention group participant ratings across timepoints) and between groups (e.g., difference between intervention and control group participant ratings). Results showed significant differences in well-being, self-compassion, and engagement in meaningful everyday activities between intervention and control group participants, suggesting that the intervention was effective. When the intervention group participants were self-compassionate and intentional about promoting their well-being, they increased their participation in meaningful everyday activities moving them toward more variety and time for activity participation and improved well-being. This intervention could be offered to promote student well-being through participation in meaningful everyday activities.
