Document Type
Article
Publication Date
5-5-2026
Abstract
Background
During Advanced Pharmacy Practice Experiences (APPE), pharmacy students may face challenges as they balance clinical responsibilities, prepare for licensure exams, and transition into professionals. Despite high burnout rates for healthcare professionals, there are limited wellness initiatives for students during experiential education. To address this gap, a six-week wellness discussion series was implemented during an ambulatory care APPE rotation.Educational activity
Between August 2023 and May 2025, a total of 28 APPE students participated in 15–30-min preceptor-led, small-group discussions each week. Topics included happiness, meditation, gratitude, resilience, going with the flow of life, and how to build better habits. These wellness discussions were designed to provide practical self-care strategies that are beneficial as a student and during the transition into a professional career. Upon completion, students reflected on their experience and provided feedback through an anonymous survey.Evaluation findings
A total of 25 students answered the survey. All respondents agreed or strongly agreed that the discussions reduced stress, provided a positive outlook on career pathways, and should be incorporated throughout the APPE year. Twenty-one students felt sufficient time was dedicated to these discussions. Qualitative feedback also highlighted the value of reflection during a demanding clinical year.Analysis of educational activity
This project demonstrates that integrating wellness discussions into APPE rotations can be meaningful and feasible. With limited existing articles focused on APPE student well-being, this project is a stepping stone to learning more. The positive student feedback highlights the importance of prioritizing wellness.Recommended Citation
Fakourfar N, Kilzi B, Taheri R, Beuttler R, Rao H. Implementation of wellness activities in an experiential rotation to promote pharmacy student well-being. Currents in Pharmacy Teaching and Learning. 2026;18(8):102673. https://doi.org/10.1016/j.cptl.2026.102673
Copyright
The authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Included in
Higher Education Commons, Medical Education Commons, Other Mental and Social Health Commons, Other Pharmacy and Pharmaceutical Sciences Commons, Science and Mathematics Education Commons
Comments
This article was originally published in Currents in Pharmacy Teaching and Learning, volume 18, issue 8, in 2026. https://doi.org/10.1016/j.cptl.2026.102673