{"title":"Editorial: Out of Sight, Out of Mind: Refocus on Military and Veterans within Academic Communities","authors":"Stephen McGhee, Dianne Morrison-Beedy","doi":"10.18061/bhac.v7i2.9683","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9683","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"11 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268690","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}
Gladys Ekong, Dominic Siaw, Kitt Lee, Shames Radi, Aisha Morgan
Background: College students are susceptible to airborne infectious diseases due to a communal living or learning environment. Adherence to vaccine regimens could safeguard population health in college communities. Aim: The aim of this study was to assess the relationship between COVID-19 vaccine uptake and health beliefs among university students using the Health Belief Model (HBM) constructs. The secondary objectives were to identify sources of health information on COVID-19 and reasons for vaccine uptake. Methods: A cross-sectional study was implemented among students at a university in the Northeastern region of the United States. The online survey assessed perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. Data analyses include qualitative, descriptive statistics, and logistic regression. Results: Of the 385 participants, 266 (69.1%) were within the age range of 20-29 years old. Three HBM constructs predicted vaccine uptake: (1) perceived benefits (aOR 5.02, 95% CI [2.86, 8.82], p = < 0.001), (2) perceived barriers (aOR 0.24, 95% CI [0.14, 0.42], p = <0.001), and (3) cues to action (aOR 4.36, 95% CI [1.92, 9.93], p = <0.001). The reason for vaccine uptake included protecting themselves and the community. A primary source of information varied in the study population. Conclusion: The study findings may inform college administ rators' decision-making to incorporate effective health promotion methods for vaccine uptake.
背景：由于生活或学习环境的公共性，大学生很容易感染空气传播的传染病。坚持接种疫苗可保障大学生群体的健康。目的：本研究的目的是利用健康信念模型（HBM）的构建来评估 COVID-19 疫苗接种率与大学生健康信念之间的关系。次要目标是确定 COVID-19 健康信息的来源以及接种疫苗的原因。研究方法在美国东北部地区一所大学的学生中开展了一项横断面研究。在线调查评估了感知的易感性、严重性、益处、障碍、行动提示和自我效能。数据分析包括定性分析、描述性统计和逻辑回归。结果：在 385 名参与者中，有 266 人（69.1%）的年龄在 20-29 岁之间。三个 HBM 构建预测了疫苗接种率：（1）感知到的益处（aOR 5.02，95% CI [2.86，8.82]，p = <0.001）；（2）感知到的障碍（aOR 0.24，95% CI [0.14，0.42]，p = <0.001）；（3）行动提示（aOR 4.36，95% CI [1.92，9.93]，p = <0.001）。接种疫苗的原因包括保护自己和社区。研究人群的主要信息来源各不相同。结论：研究结果可为高校行政人员的决策提供参考，以采用有效的健康促进方法来提高疫苗接种率。
{"title":"Uptake of the COVID-2019 Vaccines Among College Students: Assessing Health Beliefs and Reasons for Vaccine Uptake","authors":"Gladys Ekong, Dominic Siaw, Kitt Lee, Shames Radi, Aisha Morgan","doi":"10.18061/bhac.v7i2.9539","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9539","url":null,"abstract":"Background: College students are susceptible to airborne infectious diseases due to a communal living or learning environment. Adherence to vaccine regimens could safeguard population health in college communities. Aim: The aim of this study was to assess the relationship between COVID-19 vaccine uptake and health beliefs among university students using the Health Belief Model (HBM) constructs. The secondary objectives were to identify sources of health information on COVID-19 and reasons for vaccine uptake. Methods: A cross-sectional study was implemented among students at a university in the Northeastern region of the United States. The online survey assessed perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. Data analyses include qualitative, descriptive statistics, and logistic regression. Results: Of the 385 participants, 266 (69.1%) were within the age range of 20-29 years old. Three HBM constructs predicted vaccine uptake: (1) perceived benefits (aOR 5.02, 95% CI [2.86, 8.82], p = < 0.001), (2) perceived barriers (aOR 0.24, 95% CI [0.14, 0.42], p = <0.001), and (3) cues to action (aOR 4.36, 95% CI [1.92, 9.93], p = <0.001). The reason for vaccine uptake included protecting themselves and the community. A primary source of information varied in the study population. Conclusion: The study findings may inform college administ rators' decision-making to incorporate effective health promotion methods for vaccine uptake.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"146 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139269348","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}
Roberta Anne Rolland, A. Rossiter, Dianne Morrison-Beedy
Background: Military Veterans (MVs) face unique challenges that are important to recognize when building supportive academic environments. There is a need to broaden our understanding of the diverse student population within academia, requiring us to hear their voices and deduce facilitators and barriers to their academic transition and success. Aim: The aim of this study was to explore the unique needs of MV students and understand obstacles and facilitators for successful transition and completion for MV students entering a civilian baccalaureate program. Method: This study was guided by a phenomenological approach; we conducted three focus group interviews with Veteran students (n = 17) and conducted verbatim transcription thematic analysis. Results: Three themes were identified that impacted student success: (1) military experience prepared me for academic challenges, (2) defining my new role, and (3) no one left behind. Specific exemplars for thematic components to support transitioning into a civilian academic program included incorporating a military liaison for academic guidance and mentoring, acknowledging baseline skills using competency-based cohorts, and facilitating opportunities for connecting with other Veterans. Conclusion: Preparation of faculty and staff to better understand MV’s specific needs in civilian academic environments is needed.
{"title":"Facilitating Veteran Student Success: Experiences from an Accelerated BS Program","authors":"Roberta Anne Rolland, A. Rossiter, Dianne Morrison-Beedy","doi":"10.18061/bhac.v7i2.9540","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9540","url":null,"abstract":"Background: Military Veterans (MVs) face unique challenges that are important to recognize when building supportive academic environments. There is a need to broaden our understanding of the diverse student population within academia, requiring us to hear their voices and deduce facilitators and barriers to their academic transition and success. Aim: The aim of this study was to explore the unique needs of MV students and understand obstacles and facilitators for successful transition and completion for MV students entering a civilian baccalaureate program. Method: This study was guided by a phenomenological approach; we conducted three focus group interviews with Veteran students (n = 17) and conducted verbatim transcription thematic analysis. Results: Three themes were identified that impacted student success: (1) military experience prepared me for academic challenges, (2) defining my new role, and (3) no one left behind. Specific exemplars for thematic components to support transitioning into a civilian academic program included incorporating a military liaison for academic guidance and mentoring, acknowledging baseline skills using competency-based cohorts, and facilitating opportunities for connecting with other Veterans. Conclusion: Preparation of faculty and staff to better understand MV’s specific needs in civilian academic environments is needed.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"AES-17 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139270436","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}
Building Healthy Academic Communities BHAC Journal
This Spring, the National Consortium for Building Health Academic Communities, in collaboration with the University of North Carolina Wilmington, hosted the sixth Biennial National Summit – Riding the Waves of Wellbeing. Attendees participated in a variety of workshops, breakout sessions, and wellness activities. Keynote speakers included Chris and Nik Nikic, authors of 1% Better: Reaching My Full Potential and How You Can Too. Plenary presentations were provided by Abdul El-Sayed, MD, Harry A. and Margaret D. Towsley Foundation Policymaker in Residence, University of Michigan; Sheri Shaw, Assistant Dean for Student Success, University of North Carolina Wilmington; David Feldman, PhD, McCarthy Professor, Department of Psychology, Santa Clara University; and Bernadette Melnyk, PhD, APRN-CNP, FAANP, FNAP, FAAN, The Ohio State University. In addition to these outstanding activities and presentations, the Biennial National Summit also included a judged poster session. BHAC is pleased to present the abstracts from the winning posters.
今年春天，全国健康学术社区建设联合会与北卡罗来纳大学威尔明顿分校合作，举办了第六届两年一度的全国峰会--乘着健康的浪潮。与会者参加了各种研讨会、分组会议和健康活动。主旨发言人包括《1% Better》一书的作者 Chris 和 Nik Nikic：实现我的全部潜能以及您如何也能做到》一书的作者 Chris 和 Nik Nikic。密歇根大学哈里-A.和玛格丽特-D.-陶斯利基金会驻校政策制定者、医学博士阿卜杜勒-埃尔-赛义德（Abdul El-Sayed），北卡罗来纳大学威尔明顿分校学生成功事务助理院长谢里-肖（Sheri Shaw），圣克拉拉大学麦卡锡心理学系教授、博士大卫-费尔德曼（David Feldman），以及俄亥俄州立大学APRN-CNP、FAANP、FNAP、FAAN教授、博士伯纳黛特-梅尔尼克（Bernadette Melnyk）发表了全会演讲。除了这些杰出的活动和演讲之外，两年一度的全国峰会还包括一个海报评比环节。BHAC 很高兴在此介绍获奖海报的摘要。
{"title":"6th Biennial Building Healthy Academic Communities National Summit: Abstracts from the Poster Winners","authors":"Building Healthy Academic Communities BHAC Journal","doi":"10.18061/bhac.v7i2.9636","DOIUrl":"https://doi.org/10.18061/bhac.v7i2.9636","url":null,"abstract":"This Spring, the National Consortium for Building Health Academic Communities, in collaboration with the University of North Carolina Wilmington, hosted the sixth Biennial National Summit – Riding the Waves of Wellbeing. Attendees participated in a variety of workshops, breakout sessions, and wellness activities. Keynote speakers included Chris and Nik Nikic, authors of 1% Better: Reaching My Full Potential and How You Can Too. Plenary presentations were provided by Abdul El-Sayed, MD, Harry A. and Margaret D. Towsley Foundation Policymaker in Residence, University of Michigan; Sheri Shaw, Assistant Dean for Student Success, University of North Carolina Wilmington; David Feldman, PhD, McCarthy Professor, Department of Psychology, Santa Clara University; and Bernadette Melnyk, PhD, APRN-CNP, FAANP, FNAP, FAAN, The Ohio State University. In addition to these outstanding activities and presentations, the Biennial National Summit also included a judged poster session. BHAC is pleased to present the abstracts from the winning posters.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268198","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}
It is essential that academic communities achieve and maintain an inclusive campus climate for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and two-spirit plus (LGBTQIA2S+) faculty, staff, and students. Campus climate can influence faculty and student attrition, self-identity development of LGBTQIA2S+ students, and exacerbate documented health disparities. Academic settings have a challenging history when examining the relationship with LGBTQIA2S+ individuals. Academicians were the originators of pathologizing identities and constructing deviant distinctions in text and publications. Campus climate sets the tone for the success of LGBTQIA2S+ members of academic communities, and research continues to emphasize the most influential factors that directly contribute to that success. Visibility of LGBTQIA2S+ faculty, staff, and students allow for both formal and informal social networks and encourages social and academic integration. Proximity to LGBTQIA2S+ faculty, staff, and students encourages both integration and visibility. Policies that protect and affirm LGBTQIA2S+ individuals are an essential component to visibility as they provide formal protection such as zero tolerance discrimination policies. Progress towards creating healthy academic communities for LGBTQIA2S+ individuals follows larger societal trends of acceptance, and progress continues today through knowledge generation and activism. Commitment to and recognition of the factors that foster healthy academic communities for LGBTQIA2S+ individuals ensures that the discovery and dissemination of knowledge will continue through a more inclusive lens.
{"title":"LGBTQIA2S+ Well-Being within Academic Communities: The State of the Science","authors":"Nathan Albright","doi":"10.18061/bhac.v7i1.9488","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9488","url":null,"abstract":"It is essential that academic communities achieve and maintain an inclusive campus climate for lesbian, gay, bisexual, transgender, queer, intersex, asexual, and two-spirit plus (LGBTQIA2S+) faculty, staff, and students. Campus climate can influence faculty and student attrition, self-identity development of LGBTQIA2S+ students, and exacerbate documented health disparities. Academic settings have a challenging history when examining the relationship with LGBTQIA2S+ individuals. Academicians were the originators of pathologizing identities and constructing deviant distinctions in text and publications. Campus climate sets the tone for the success of LGBTQIA2S+ members of academic communities, and research continues to emphasize the most influential factors that directly contribute to that success. Visibility of LGBTQIA2S+ faculty, staff, and students allow for both formal and informal social networks and encourages social and academic integration. Proximity to LGBTQIA2S+ faculty, staff, and students encourages both integration and visibility. Policies that protect and affirm LGBTQIA2S+ individuals are an essential component to visibility as they provide formal protection such as zero tolerance discrimination policies. Progress towards creating healthy academic communities for LGBTQIA2S+ individuals follows larger societal trends of acceptance, and progress continues today through knowledge generation and activism. Commitment to and recognition of the factors that foster healthy academic communities for LGBTQIA2S+ individuals ensures that the discovery and dissemination of knowledge will continue through a more inclusive lens.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115100981","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: Although tremendous strides have been made in Human Immunodeficiency Virus (HIV) prevention, detection, and treatment, HIV remains a public health issue in the United States. Sexual and gender diverse individuals and the 18-24 age group are considered vulnerable populations at risk for contracting the virus. Pre-exposure prophylaxis (PrEP) is a medication that has proven effective in reducing the risk of HIV transmission. Aim: This article aims to justify the necessity of PrEP medication on college campuses, especially for gender and sexual diverse students. Methods: This article provides information on the state of PrEP education, availability, and access on college campuses in the United States. This article also addresses barriers that college students face with accessing PrEP medication through college health services. Results: Limited research has found that most colleges in the United States lack PrEP availability for college students. Other factors, including insurance, privacy concerns, and stigma, may deter students from seeking and taking PrEP medication. Conclusions: This article supports widespread PrEP availability and access on college campuses and acknowledges the need to address barriers that keep students from utilizing PrEP.
{"title":"PrEP Access as HIV Prevention for LGBTQ+ College Students: An Exploration of Current Barriers to Access","authors":"B. Feeling, Stella I. Sheke","doi":"10.18061/bhac.v7i1.9344","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9344","url":null,"abstract":"Background: Although tremendous strides have been made in Human Immunodeficiency Virus (HIV) prevention, detection, and treatment, HIV remains a public health issue in the United States. Sexual and gender diverse individuals and the 18-24 age group are considered vulnerable populations at risk for contracting the virus. Pre-exposure prophylaxis (PrEP) is a medication that has proven effective in reducing the risk of HIV transmission.\u0000Aim: This article aims to justify the necessity of PrEP medication on college campuses, especially for gender and sexual diverse students. \u0000Methods: This article provides information on the state of PrEP education, availability, and access on college campuses in the United States. This article also addresses barriers that college students face with accessing PrEP medication through college health services.\u0000Results: Limited research has found that most colleges in the United States lack PrEP availability for college students. Other factors, including insurance, privacy concerns, and stigma, may deter students from seeking and taking PrEP medication. \u0000Conclusions: This article supports widespread PrEP availability and access on college campuses and acknowledges the need to address barriers that keep students from utilizing PrEP.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129051782","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: While limited data has been collected, some findings show that sexual and gender minority (SGM) students are at higher risk for dropping out of college than their peers. Research on issues such as campus connectedness and mental health among this population indicates both may affect retention. Aim: This study examined how mental health and perceptions of campus connectedness may mediate the relationship between SGM identification and intentions to drop out of college. Methods: Survey data collected from 1,793 randomly selected students across eight different public universities in Mississippi were used to conduct a parallel mediation analysis. Results: Mediation analyses indicated that there was a significant direct effect of SGM identity on intentions to drop out, and that both mediators had a significant indirect effect. Psychiatric symptoms had a relatively larger indirect effect than campus connectedness. Conclusions: These results contribute to the limited quantitative literature on SGM student retention, supporting previous work indicating these students are at higher risk of attrition. The results suggest that student retention may be bolstered if access to SGM-competent mental health services is provided. Additionally, campuses should continue to support SGM-friendly policies and create inclusive spaces as a protective resource for students.
{"title":"Sexual and Gender Minority College Student Retention: The Unique Effects of Mental Health and Campus Environment on the Potential for Dropout","authors":"Nicholas W. McAfee, J. Schumacher, C. Kelly","doi":"10.18061/bhac.v7i1.9426","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9426","url":null,"abstract":"Background: While limited data has been collected, some findings show that sexual and gender minority (SGM) students are at higher risk for dropping out of college than their peers. Research on issues such as campus connectedness and mental health among this population indicates both may affect retention. \u0000Aim: This study examined how mental health and perceptions of campus connectedness may mediate the relationship between SGM identification and intentions to drop out of college.\u0000Methods: Survey data collected from 1,793 randomly selected students across eight different public universities in Mississippi were used to conduct a parallel mediation analysis. \u0000Results: Mediation analyses indicated that there was a significant direct effect of SGM identity on intentions to drop out, and that both mediators had a significant indirect effect. Psychiatric symptoms had a relatively larger indirect effect than campus connectedness.\u0000Conclusions: These results contribute to the limited quantitative literature on SGM student retention, supporting previous work indicating these students are at higher risk of attrition. The results suggest that student retention may be bolstered if access to SGM-competent mental health services is provided. Additionally, campuses should continue to support SGM-friendly policies and create inclusive spaces as a protective resource for students.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131245760","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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