Intergenerational Wellness in Nursing Academia: A Life Course Case Study of Stress, Coping, and Belonging

Stress and burnout are significant concerns in nursing academia, as students balance clinical and academic demands, faculty manage teaching and research responsibilities, and staff navigate heavy workloads. Traditional wellness initiatives often address these groups separately, overlooking the value of shared engagement across the life course. This case study examined the development, implementation, and outcomes of an evidence-based wellness program within a College of Nursing. The life course framework reflected the continuum of human development, spanning students entering nursing directly from high school, registered nurses returning to advance their education, staff balancing work and family responsibilities, and faculty navigating the demands of early- to late-career stages. Guided by Yin's embedded case study methodology, data sources included pre-surveys, post-program feedback, and written interview guides from one student, one faculty member, and one staff member. Analysis combined within- and cross-case synthesis to identify similarities and differences across roles. Participants reported reduced stress, stronger wellness practices, improved coping, and greater feelings of belonging, with role-specific areas: students focused on coping and consistency, faculty on role modeling, and staff on recognition and sense of belonging. The intergenerational space was experienced as supportive and nonhierarchical, with participants sustaining at least one wellness practice beyond the program. These findings suggest that nursing academia can function as a whole multigenerational community for holistic wellness, normalizing wellness practices, fostering reciprocal learning, and cultivating an environment that strengthens well-being across the life course.