Publication Date


Document Type


First Advisor

Henry, Beverly W.

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

School of Interdisciplinary Health Professions


Healthcare provider well-being is a growing area of professional concern. Beyond the negative impacts on the clinicians’ health, stress, burnout, and other manifestations of decreased clinician well-being can directly affect the quality of patient care. Research suggests that well-being concerns begin in graduate health professions education programs, during which students undergo rigorous academic and clinical training for future careers as clinicians. The aim of this study was to explore programmatic interventions to promote well-being in graduate health professions education and the students’ experiences of well-being while enrolled in graduate health professions programs.

This study was conducted across three phases. Phase one used a scoping review methodology and determined how well-being was conceptualized and measured in the literature across included studies (n=26), common interventions programs implemented, and the outcomes of the interventions. Phase two built upon the results of the scoping review and measured current levels of perceived stress and self-compassion in graduate students (n=162) in audiology, occupational therapy, physical therapy, and speech-language pathology programs and determined student experiences of and attitudes toward stress and well-being through a multi-institutional survey. The final phase was conducted concurrently with phase two and determined students’ satisfaction with their program’s support of their well-being and students’ preferences for programmatic support structures and interventions. The findings of this collective study provided recommendations for future research to build stronger evidence for future well-being interventions and recommendations to graduate health professions programs for curricular and structural changes to better support their students.


193 pages




Northern Illinois University

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