Monica Verity, Connie Bauman, Lily Cuellarsola, Sharon Park, Sarah Pociask
Background: Investment in campus recreation has well-documented benefits, and the need for improved health and wellness also extends beyond students. Creating a campus culture that values health and well-being can be transformative for the health of the overall community.Aim: This study aimed to understand the impact of an institution-wide, 42-day virtual fitness initiative that included faculty, staff, students, and graduates. Methods: Participants were invited to complete two surveys (pre-and-post) consisting of questions about physical fitness, goal setting, and connection to the college community. Throughout the duration of the program, participants logged their physical activity (e.g., step counts) through a web-based platform.Results: Survey respondents reported exercising a greater number of days each week during the program and were more likely to set and achieve their fitness goals. The leading unexpected benefit of participation in the program, especially among our graduates, was developing social connections with other participants. Conclusions: Institution-wide fitness programs can promote health awareness and motivate faculty, staff, students, and graduates to improve fitness and connect socially.
{"title":"Wellness Beyond Campus Walls: How Walking Worldwide Brought One Institution Together","authors":"Monica Verity, Connie Bauman, Lily Cuellarsola, Sharon Park, Sarah Pociask","doi":"10.18061/bhac.v8i1.9667","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9667","url":null,"abstract":"Background: Investment in campus recreation has well-documented benefits, and the need for improved health and wellness also extends beyond students. Creating a campus culture that values health and well-being can be transformative for the health of the overall community.Aim: This study aimed to understand the impact of an institution-wide, 42-day virtual fitness initiative that included faculty, staff, students, and graduates. Methods: Participants were invited to complete two surveys (pre-and-post) consisting of questions about physical fitness, goal setting, and connection to the college community. Throughout the duration of the program, participants logged their physical activity (e.g., step counts) through a web-based platform.Results: Survey respondents reported exercising a greater number of days each week during the program and were more likely to set and achieve their fitness goals. The leading unexpected benefit of participation in the program, especially among our graduates, was developing social connections with other participants. Conclusions: Institution-wide fitness programs can promote health awareness and motivate faculty, staff, students, and graduates to improve fitness and connect socially.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"585 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editorial: What is the Role of AI in Building Healthy Academic Communities","authors":"Dianne Morrison-Beedy","doi":"10.18061/bhac.v8i1.9788","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9788","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140750595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Taylor Schwein, Jacqueline Hoying, Bernadette Mazurek Melnyk, Ayanna Terry, A. P. Hsieh
Background: Sedentary behaviors and mental health symptomology have increased in college youth over the past decade. Institutions of higher education are working to address these concerns through preventative programming that teaches students how to cope with stress, anxiety, and depression.Aims: This pilot study aimed to evaluate the impact of a cognitive-behavioral skills building intervention (MINDSTRONG) on college freshmen’s healthy lifestyle beliefs and behaviors, stress, anxiety, and depression when delivered by a peer skilled to deliver the intervention. Methods: A pre-experimental pre- and post-test study design was used. Students at a large Midwest university enrolled in a required survey class were recruited via email. Descriptive statistics described the sample demographics and mean differences between baseline and post-intervention survey outcomes were calculated to assess for significant changes in healthy lifestyle beliefs and behaviors, stress, anxiety, and depression.Results: Students (n = 15) who completed the 7-session weekly program had increased healthy lifestyle beliefs and behaviors and decreased stress, anxiety, and depressive symptoms. Students learned new ways to deal with their behaviors, thoughts, and feelings. Most students recommended all students receive the MINDSTRONG program. Conclusions: Peer-to-peer delivery of MINDSTRONG is a promising intervention to combat feelings of stress, anxiety, and depression while promoting healthy lifestyle behaviors and beliefs in college freshmen when delivered in a peer-to-peer format.
{"title":"Effects of a Cognitive-Behavioral Therapy-Based Program on Stress, Anxiety and Depression in College Freshmen when Delivered Peer-to-Peer","authors":"Taylor Schwein, Jacqueline Hoying, Bernadette Mazurek Melnyk, Ayanna Terry, A. P. Hsieh","doi":"10.18061/bhac.v8i1.9703","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9703","url":null,"abstract":"Background: Sedentary behaviors and mental health symptomology have increased in college youth over the past decade. Institutions of higher education are working to address these concerns through preventative programming that teaches students how to cope with stress, anxiety, and depression.Aims: This pilot study aimed to evaluate the impact of a cognitive-behavioral skills building intervention (MINDSTRONG) on college freshmen’s healthy lifestyle beliefs and behaviors, stress, anxiety, and depression when delivered by a peer skilled to deliver the intervention. Methods: A pre-experimental pre- and post-test study design was used. Students at a large Midwest university enrolled in a required survey class were recruited via email. Descriptive statistics described the sample demographics and mean differences between baseline and post-intervention survey outcomes were calculated to assess for significant changes in healthy lifestyle beliefs and behaviors, stress, anxiety, and depression.Results: Students (n = 15) who completed the 7-session weekly program had increased healthy lifestyle beliefs and behaviors and decreased stress, anxiety, and depressive symptoms. Students learned new ways to deal with their behaviors, thoughts, and feelings. Most students recommended all students receive the MINDSTRONG program. Conclusions: Peer-to-peer delivery of MINDSTRONG is a promising intervention to combat feelings of stress, anxiety, and depression while promoting healthy lifestyle behaviors and beliefs in college freshmen when delivered in a peer-to-peer format.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"160 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Approximately 22-30% of undergraduate college students have experienced the loss of a loved one within the last year, and almost 50% within the last two years. A College of Nursing located in the Southeastern United States saw an increase in students experiencing an immediate family member loss. The demanding curricula and clinical experiences encountered by these students further heighten grief symptoms and social isolation. Aim: This study aimed to develop a tailored program to provide resources and a support system to nursing students who have experienced loss and grief. Methods: This study employed a quasi-experimental design with two data collection points. Relationships, self-esteem, purpose, and optimism relating to grief symptoms were assessed pre-and-post program using the Flourishing Scale. Due to the limited sample size, the Mann-Whitney U nonparametric test was used to assess differences in Flourishing scores. Results: The results indicated no significant differences between the pre-and-post Flourishing Scale scores. However, participant feedback towards the support group was positive. Conclusion: Grief groups tailored to nursing students provide an important community of support that maintains positive student health and well-being.
{"title":"Ensuring Success for Grieving Nursing Students through Mentorship and Community","authors":"Morgan Yordy, Stephanie Wood, Chih-Hsuan Wang","doi":"10.18061/bhac.v8i1.9640","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9640","url":null,"abstract":"Background: Approximately 22-30% of undergraduate college students have experienced the loss of a loved one within the last year, and almost 50% within the last two years. A College of Nursing located in the Southeastern United States saw an increase in students experiencing an immediate family member loss. The demanding curricula and clinical experiences encountered by these students further heighten grief symptoms and social isolation.\u0000Aim: This study aimed to develop a tailored program to provide resources and a support system to nursing students who have experienced loss and grief.\u0000Methods: This study employed a quasi-experimental design with two data collection points. Relationships, self-esteem, purpose, and optimism relating to grief symptoms were assessed pre-and-post program using the Flourishing Scale. Due to the limited sample size, the Mann-Whitney U nonparametric test was used to assess differences in Flourishing scores.\u0000Results: The results indicated no significant differences between the pre-and-post Flourishing Scale scores. However, participant feedback towards the support group was positive.\u0000Conclusion: Grief groups tailored to nursing students provide an important community of support that maintains positive student health and well-being.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"187 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Message from BHAC Board President: Loneliness: A Threat to Mental Health and Building Healthy Academic Communities","authors":"Bernadette Mazurek Melnyk","doi":"10.18061/bhac.v8i1.9793","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9793","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"30 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140748064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Microaffirmations are brief statements of support and inclusion that can have a powerful influence on students, particularly those who feel disconnected.Aim: The aim of this pilot study was to explore self-reports of microaffirmations from adult students in a nursing degree program offered in an online format at a large public institution of higher education.Methods: Responses from online students, collected as part of a larger study on microaffirmations among undergraduate students across all instructional modalities, were gathered and framed as a pilot study to appreciate experiences of virtual microaffirmations and to determine if a study focused specifically on microaffirmations among online learners would be feasible and fruitful.Results: Results indicated that students who received microaffirmations reported higher levels of connectedness and belonging as well as positive mood and self-efficacy.Conclusions: Implications for practice include infusing microaffirmations as part of discussion boards, feedback on assignments, and routine check-ins with students. Rich insights from analysis suggest that a large-scale study of microaffirmations in online learning environments would be productive and worthwhile.
{"title":"Research Brief: Experiences of Microaffirmations in an Online Degree Program","authors":"Cynthia Demetriou, Christopher D. Lantz","doi":"10.18061/bhac.v8i1.9714","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9714","url":null,"abstract":"Background: Microaffirmations are brief statements of support and inclusion that can have a powerful influence on students, particularly those who feel disconnected.Aim: The aim of this pilot study was to explore self-reports of microaffirmations from adult students in a nursing degree program offered in an online format at a large public institution of higher education.Methods: Responses from online students, collected as part of a larger study on microaffirmations among undergraduate students across all instructional modalities, were gathered and framed as a pilot study to appreciate experiences of virtual microaffirmations and to determine if a study focused specifically on microaffirmations among online learners would be feasible and fruitful.Results: Results indicated that students who received microaffirmations reported higher levels of connectedness and belonging as well as positive mood and self-efficacy.Conclusions: Implications for practice include infusing microaffirmations as part of discussion boards, feedback on assignments, and routine check-ins with students. Rich insights from analysis suggest that a large-scale study of microaffirmations in online learning environments would be productive and worthwhile.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"18 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140747909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
James Beauchemin, Michelle Ihmels, D. Krueger, Christopher McGrath
Background: College students are experiencing high levels of stress and compromised well-being, compounded by sedentary lifestyle and risky behaviors. In response to these challenges, college campuses are offering a variety of wellness programming intervention opportunities. Aim: This research study examined the effectiveness of a brief psychoeducational intervention on perceptions of stress, wellness, mental health, and life satisfaction. Methods: The study utilized a longitudinal, explanatory mixed methods design, with random assignment. To augment quantitative data, brief, semi-structured interviews were completed with 13 study participants post-intervention. Results: Results of repeated-measures analysis of variance (RM-ANOVA) demonstrated no significant between-group differences. Intervention group pair-wise comparisons revealed positive trends across time for several outcome variables. Applied Thematic Analysis (ATA) revealed four primary themes including: stress-reduction benefits of relaxation techniques, improved knowledge of health impacts of alcohol, increased intentionality regarding nutrition habits, and need for increased accessibility of wellness programming. Conclusions: This study provides insight into the strengths and limitations of brief psychoeducation interventions in facilitating lifestyle change among college students. Implications for campus wellness programming are discussed.
{"title":"Campus Wellness Program Evaluation: Effectiveness of a Brief Psychoeducation Intervention for Wellness Promotion","authors":"James Beauchemin, Michelle Ihmels, D. Krueger, Christopher McGrath","doi":"10.18061/bhac.v8i1.9633","DOIUrl":"https://doi.org/10.18061/bhac.v8i1.9633","url":null,"abstract":"Background: College students are experiencing high levels of stress and compromised well-being, compounded by sedentary lifestyle and risky behaviors. In response to these challenges, college campuses are offering a variety of wellness programming intervention opportunities. Aim: This research study examined the effectiveness of a brief psychoeducational intervention on perceptions of stress, wellness, mental health, and life satisfaction. Methods: The study utilized a longitudinal, explanatory mixed methods design, with random assignment. To augment quantitative data, brief, semi-structured interviews were completed with 13 study participants post-intervention. Results: Results of repeated-measures analysis of variance (RM-ANOVA) demonstrated no significant between-group differences. Intervention group pair-wise comparisons revealed positive trends across time for several outcome variables. Applied Thematic Analysis (ATA) revealed four primary themes including: stress-reduction benefits of relaxation techniques, improved knowledge of health impacts of alcohol, increased intentionality regarding nutrition habits, and need for increased accessibility of wellness programming. Conclusions: This study provides insight into the strengths and limitations of brief psychoeducation interventions in facilitating lifestyle change among college students. Implications for campus wellness programming are discussed.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"196 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140746467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Madisen O'Laughlin, Mona Pearl Treyball, Sophia Centi, Bryan McNair, Lori Trego
Background: Veterans are using the Post 9/11 GI Bill benefits for post-secondary education more than ever. Military life experiences, including combat deployments and the visible and invisible wounds from their time in the service, affect Student Veterans’ (SV) well-being and may complicate their transition to a student role and the road to academic success. Aim: The aim of this pilot study was to investigate the educational well-being among SV. A secondary aim was to determine the feasibility of measuring well-being in SV with the Well-Being Inventory (WBI), a validated tool that measures four domains of well-being in veterans: (1) vocation, (2) health, (3) financial, and (4) social well-being. Methods: In this cross-sectional pilot study, the WBI was completed by SV (N = 58) via an electronic survey platform. The status, functioning, and satisfaction of the domains of well-being were scored. Correlational statistics were calculated to detect relationships of educational well-being with vocation, work, health, financial, and social well-being domains. Results: Educational well-being was associated with vocation, work, health, and social well-being. SV exhibited the least well-being in the financial and health domains. Conclusions: Academic settings that offer support to SV in relation to their vocation, work, health, and social well-being may enhance SV academic success.
{"title":"The Well-Being of Student Veterans: A Feasibility Study Using the Well-Being Inventory in the Academic Setting","authors":"Madisen O'Laughlin, Mona Pearl Treyball, Sophia Centi, Bryan McNair, Lori Trego","doi":"10.18061/bhac.v7i2.9610","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9610","url":null,"abstract":"Background: Veterans are using the Post 9/11 GI Bill benefits for post-secondary education more than ever. Military life experiences, including combat deployments and the visible and invisible wounds from their time in the service, affect Student Veterans’ (SV) well-being and may complicate their transition to a student role and the road to academic success. Aim: The aim of this pilot study was to investigate the educational well-being among SV. A secondary aim was to determine the feasibility of measuring well-being in SV with the Well-Being Inventory (WBI), a validated tool that measures four domains of well-being in veterans: (1) vocation, (2) health, (3) financial, and (4) social well-being. Methods: In this cross-sectional pilot study, the WBI was completed by SV (N = 58) via an electronic survey platform. The status, functioning, and satisfaction of the domains of well-being were scored. Correlational statistics were calculated to detect relationships of educational well-being with vocation, work, health, financial, and social well-being domains. Results: Educational well-being was associated with vocation, work, health, and social well-being. SV exhibited the least well-being in the financial and health domains. Conclusions: Academic settings that offer support to SV in relation to their vocation, work, health, and social well-being may enhance SV academic success.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"7 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephen McGhee, Deborah Kenny, Alicia Rossiter, Katherine Ling, Susan Sheehy, Linda H. Yoder, William T. Bester, Kelly Wolgast, Alan Finnegan
Over the past 19 years, millions of military service members from the United States (U.S.) and United Kingdom (U.K.) served alongside each other in Iraq and Afghanistan. The U.S. and U.K. clearly recognize the sacrifices that the members of their armed forces have made for their respective countries. Sir Winston Churchill described the special relationship which has facilitated cooperation between the U.S. and U.K. in economic activities (trade and commerce), intelligence sharing, and the planning and execution of military operations and military medicine. It would be to the benefit of all, especially the military members, veterans, and family members, if nursing also joined in this collaborative effort. Ensuring the efforts of NATO nurse scientists and educators working to advance military, veteran, and their families’ health are aligned requires outlining key priorities across nations and identifying resources that can facilitate collaborations. To that end, with the support of the American Academy of Nursing (AAN), the International Armed Forces Community Nursing Research Collaboration (IAFNRC) was established. This manuscript provides detailed insight into the work of the IAFNRC.
{"title":"Working Together for a Common Goal: The International Armed Forces Community Nursing Research Collaboration","authors":"Stephen McGhee, Deborah Kenny, Alicia Rossiter, Katherine Ling, Susan Sheehy, Linda H. Yoder, William T. Bester, Kelly Wolgast, Alan Finnegan","doi":"10.18061/bhac.v7i2.9617","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9617","url":null,"abstract":"Over the past 19 years, millions of military service members from the United States (U.S.) and United Kingdom (U.K.) served alongside each other in Iraq and Afghanistan. The U.S. and U.K. clearly recognize the sacrifices that the members of their armed forces have made for their respective countries. Sir Winston Churchill described the special relationship which has facilitated cooperation between the U.S. and U.K. in economic activities (trade and commerce), intelligence sharing, and the planning and execution of military operations and military medicine. It would be to the benefit of all, especially the military members, veterans, and family members, if nursing also joined in this collaborative effort. Ensuring the efforts of NATO nurse scientists and educators working to advance military, veteran, and their families’ health are aligned requires outlining key priorities across nations and identifying resources that can facilitate collaborations. To that end, with the support of the American Academy of Nursing (AAN), the International Armed Forces Community Nursing Research Collaboration (IAFNRC) was established. This manuscript provides detailed insight into the work of the IAFNRC.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139267495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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