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Health care programs are intense academically and emotionally demanding, requiring students to balance rigorous study with the development of health knowledge, clinical skills, and teamwork. Drawing on a strengths-based educational framework, Utah Valley University (UVU) embedded the CliftonStrengths assessment within its Master of Physician Assistant Studies (PA) program to support student success and well-being. This case study illustrates how faculty, staff, and students engaged in the "Name it, Claim it, Aim it" framework through personalized coaching, classroom activities, and leadership development. Survey responses from three cohorts (n = 76, 85% response rate) indicated consistent benefits, including increased self-awareness, academic confidence, collaboration, and resilience. While this study focused primarily on student perceptions, prior research has shown that strengths-based approaches can also reduce attrition (Tatel et al., 2024), enhance self-awareness (Stebleton et al., 2012), and support improved retention outcomes (Soria & Stubblefield, 2015). This article offers a scalable implementation roadmap for health and high-stakes academic programs seeking to elevate student success through personalized strengths development.
Keywords: Strength-based education, CliftonStrengths, Student Success, Heatlh care education, resilience, retention, student engagement, professional identify develompment, Positive psychology, Student well-being
How to Cite: Sturtevant, T. & Sutton, J. (2026) “From Strengths to Success: A Model for Integrating CliftonStrengths into Health Care Education ”, Journal of the National Organization for Student Success. 3(1). doi: https://doi.org/10.61617/jnoss.96
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