A recent significant revision in accreditation requirements for nurse anesthesia educational programs mandates a doctoral degree for entry-level nurse anesthesia graduates. This change may limit the validity of previous research, as it assessed the perception of academic quality and wellness of both master’s and doctoral candidates. Literature suggests these doctoral requirements increase academic, financial, and clinical obligations, potentially placing greater strain on Nurse Anesthesiology Residents (NARs) but do not specifically examine which aspects of the doctoral requirements have the greatest impact on NARs’ educational experience.

A retrospective cross-sectional mixed-methods study was conducted to assess factors influencing academic quality and wellness in nurse anesthesia programs (NAPs). An electronic survey, including informed consent, was distributed to program directors, who then forwarded it to their respective nurse anesthesia residents (NARs). To encourage participation, respondents could enter a $100 raffle, with email addresses unlinked from survey responses to maintain anonymity. The survey was developed using a combination of an informal poll identifying high-yield elements of NAPs and the validated Dundee Ready Education Environment Measure (DREEM) questionnaire. The identification of high-yield elements (NAP-HYEs) was based on NAR poll responses and a literature review. The survey incorporated the DREEM questionnaire, a validated tool for assessing perceived academic quality and wellness in medical and dental students. Kruskal-Wallis and Pearson correlation tests were used to analyze questionnaire scores in relation to NAP-HYEs, with Dunn’s test identifying group mean differences. The survey was distributed to 137 NAP directors, who then forwarded it to their NARs. A total of 373 complete surveys were included in the final analysis.

Results showed a statistically significant difference in perceived academic quality among participants with formal mentorship in the second (P = .01) and third year (P = .02). However, no significant relationship was found between simulation hours and perceptions of academic quality (P = .13). Qualitative analysis identified simulation as a key factor in academic quality. NARs highlighted themes related to improved wellness, including scheduled breaks, faculty support, mentorship, and increased time for personal and fitness-related activities.

Future research should explore whether the decline in perceived academic quality among third-year NARs is linked to the loss of formal mentorship following the graduation of their mentors. Additionally, further investigation into mentorship is needed, as NARs frequently emphasize peer mentorship but may also benefit from connections with experienced faculty and clinicians.