Background: Creating positive visions and attitudes in university students through educational interventions is challenging. Gamification-based programs can create an inclusive space where the student and trainer can strengthen learning in a dynamic process, which helps students find a mechanism that facilitates learning, and provides a useful way to comprehend academic content. Aim: The aim of this study was to document the final experience of first-year university students on the adaptability to transition from in-person to online interventions from a program of nutritional and sustainability education through gamification concept theory. Methods: This study reviews the results of the transition to online modality, due to COVID-19, of a nutritional education intervention with first-year university students (n = 85) from 16 countries in the Americas. Results: The findings indicate that most of the students perceived improvement in their eating habits during the confinement period due to the information provided in the different sessions of the educational intervention. Conclusions: Most students would have preferred that the intervention had been in person; however, they did not feel a sudden change due to the transition from face-to-face to online, demonstrating their resilience to the pandemic.
{"title":"Student Responses to Switching to Online Nutritional Interventions During Pandemic in a Latin-American University","authors":"J. Enríquez, Adriana Hernandez Santana","doi":"10.18061/bhac.v7i1.9342","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9342","url":null,"abstract":"Background: Creating positive visions and attitudes in university students through educational interventions is challenging. Gamification-based programs can create an inclusive space where the student and trainer can strengthen learning in a dynamic process, which helps students find a mechanism that facilitates learning, and provides a useful way to comprehend academic content.\u0000Aim: The aim of this study was to document the final experience of first-year university students on the adaptability to transition from in-person to online interventions from a program of nutritional and sustainability education through gamification concept theory.\u0000Methods: This study reviews the results of the transition to online modality, due to COVID-19, of a nutritional education intervention with first-year university students (n = 85) from 16 countries in the Americas.\u0000Results: The findings indicate that most of the students perceived improvement in their eating habits during the confinement period due to the information provided in the different sessions of the educational intervention.\u0000Conclusions: Most students would have preferred that the intervention had been in person; however, they did not feel a sudden change due to the transition from face-to-face to online, demonstrating their resilience to the pandemic.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"6 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":"131967443","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: Excessive perceived stress and mental health crises are escalating among college students. About 50% meet mental health disorder criteria, and half of them receive inadequate treatment. Aim: This study aimed to evaluate the feasibility and outcomes of a 15-20 minute online, anonymous, mental health self-screening survey and resource tool for graduate students across a large midwestern university campus. Methods: A descriptive, correlational design addressed the study's aims. Recruitment occurred through multiple campus communication mechanisms and included a brief study description, quick reference (QR) code, and weblink to access the tool and survey. Data collected with the tool included demographic items and scores from standardized screening instruments measuring burnout, perceived stress, depression, anxiety, post-traumatic stress disorder (PTSD), alcohol misuse, and health behavior practices. Descriptive and correlational statistics were computed. Results: Among 778 graduate students who accessed and completed the survey, nearly 60% met the burnout threshold, 58% scored 8 (of 16) on the stress scale, 32% met the depression threshold, 47% met the anxiety threshold, 54% reported one or more symptoms of PTSD, and 38% reported poor health behaviors. Significant positive correlations (r = 0.184 to 0.615) were found between burnout, perceived stress, depression, and anxiety. Health behavior scores were significantly negatively correlated (r = -0.151 to -0.283) with burnout, perceived stress, depression, and anxiety. Scores differed by gender, race, and graduate student status (part-time vs. full-time). Female identifying students, age, and hours worked per week were associated with various outcome scores. Students commented that the tool needed more specific resources tailored to their scores. Conclusions: The data support the need for tailored coping resources based on student self-reported data. Video-based micromodules guiding individuals through coping skills (breathing, mindfulness, identifying negative thoughts, gratitude exercises) have since been developed and will be studied as a tailored resource for students.
{"title":"A Mental Health Self-Screening Tool for Graduate Students","authors":"S. Tucker, Sidney Ohr, Haley Roberts","doi":"10.18061/bhac.v7i1.9332","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9332","url":null,"abstract":"Background: Excessive perceived stress and mental health crises are escalating among college students. About 50% meet mental health disorder criteria, and half of them receive inadequate treatment.\u0000Aim: This study aimed to evaluate the feasibility and outcomes of a 15-20 minute online, anonymous, mental health self-screening survey and resource tool for graduate students across a large midwestern university campus.\u0000Methods: A descriptive, correlational design addressed the study's aims. Recruitment occurred through multiple campus communication mechanisms and included a brief study description, quick reference (QR) code, and weblink to access the tool and survey. Data collected with the tool included demographic items and scores from standardized screening instruments measuring burnout, perceived stress, depression, anxiety, post-traumatic stress disorder (PTSD), alcohol misuse, and health behavior practices. Descriptive and correlational statistics were computed.\u0000Results: Among 778 graduate students who accessed and completed the survey, nearly 60% met the burnout threshold, 58% scored 8 (of 16) on the stress scale, 32% met the depression threshold, 47% met the anxiety threshold, 54% reported one or more symptoms of PTSD, and 38% reported poor health behaviors. Significant positive correlations (r = 0.184 to 0.615) were found between burnout, perceived stress, depression, and anxiety. Health behavior scores were significantly negatively correlated (r = -0.151 to -0.283) with burnout, perceived stress, depression, and anxiety. Scores differed by gender, race, and graduate student status (part-time vs. full-time). Female identifying students, age, and hours worked per week were associated with various outcome scores. Students commented that the tool needed more specific resources tailored to their scores.\u0000Conclusions: The data support the need for tailored coping resources based on student self-reported data. Video-based micromodules guiding individuals through coping skills (breathing, mindfulness, identifying negative thoughts, gratitude exercises) have since been developed and will be studied as a tailored resource for students.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"60 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":"134101079","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: Transgender and gender non-conforming individuals face daily challenges in higher education due to a lack of gender-inclusive resources. This shortcoming is rooted in the minimal knowledge about what barriers affect this population. Aims: The aims of this study were to identify fitness-related barriers faced by the transgender community in higher education and emphasize the need to develop fitness standards for the transgender population to reduce those barriers in higher education. Methods: Participants completed one or both aspects of this study. A survey was sent to students to gather information about experiences in fitness at a university and how it relates to their gender. Several of the survey respondents then agreed to participate in a series of fitness assessments to evaluate muscular strength, endurance, and body composition. Results: Seventy-nine students responded to the survey (n = 68 cisgender females, n = 5 cisgender males, n = 2, non-binary, n = 4 transgender males). Proportionally, more transgender and non-binary people (84%) felt that gendered fitness standards did not apply to them when compared to cisgender people (31%). Further, more transgender and non-binary respondents (50%) reported that they were not comfortable working out in all areas of their gym when compared to the cisgender respondents (37%). Twenty-eight students participated in the fitness assessment. The BOD POD assessment of body composition utilizes gender to calculate body fat percentage. When using both male and female classifications, results were not different, meaning the estimated body fat percentage was calculated as the same despite a different gender in the calculation. Conclusions: This study begins to identify fitness-related barriers faced by the transgender community in higher education. Additionally, these small-scale results provide a starting point for future research on developing gender-neutral fitness standards.
{"title":"Experiences of the Transgender and Gender Non-Conforming Community in the University Setting","authors":"Ashton Simon, S. Noland, J. Krueger, L. Sprod","doi":"10.18061/bhac.v7i1.9433","DOIUrl":"https://doi.org/10.18061/bhac.v7i1.9433","url":null,"abstract":"Background: Transgender and gender non-conforming individuals face daily challenges in higher education due to a lack of gender-inclusive resources. This shortcoming is rooted in the minimal knowledge about what barriers affect this population.\u0000Aims: The aims of this study were to identify fitness-related barriers faced by the transgender community in higher education and emphasize the need to develop fitness standards for the transgender population to reduce those barriers in higher education.\u0000Methods: Participants completed one or both aspects of this study. A survey was sent to students to gather information about experiences in fitness at a university and how it relates to their gender. Several of the survey respondents then agreed to participate in a series of fitness assessments to evaluate muscular strength, endurance, and body composition.\u0000Results: Seventy-nine students responded to the survey (n = 68 cisgender females, n = 5 cisgender males, n = 2, non-binary, n = 4 transgender males). Proportionally, more transgender and non-binary people (84%) felt that gendered fitness standards did not apply to them when compared to cisgender people (31%). Further, more transgender and non-binary respondents (50%) reported that they were not comfortable working out in all areas of their gym when compared to the cisgender respondents (37%). Twenty-eight students participated in the fitness assessment. The BOD POD assessment of body composition utilizes gender to calculate body fat percentage. When using both male and female classifications, results were not different, meaning the estimated body fat percentage was calculated as the same despite a different gender in the calculation.\u0000Conclusions: This study begins to identify fitness-related barriers faced by the transgender community in higher education. Additionally, these small-scale results provide a starting point for future research on developing gender-neutral fitness standards.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"35 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":"125915546","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
Symptoms of burnout, depression, and anxiety are experienced by more than half of all healthcare providers across the country. Like the general population, healthcare providers also engage in unhealthy lifestyle behaviors which can contribute to suboptimal mental health and chronic disease outcomes. Further, the mental and physical well-being of providers has been linked to the quality, safety, and cost of patient care. To address these critical issues, The Ohio State University partnered with the National Academy of Medicine’s Action Collaborative on Clinical Well-being and Resilience to bring together hundreds of clinicians, leaders, influencers, students, and agents of change for the Third National Summit on Promoting Well-Being and Resilience in Healthcare Professionals. The summit took place September 28-30, 2022, in Columbus, Ohio. In addition to including phenomenal presentations from some of the nation’s brightest minds, expert practitioners, and renowned motivational speakers, the Summit also included judged poster sessions. BHAC is pleased to present the following abstracts from the winning posters. More information about the National Summit on Promoting Well-Being and Resilience in Healthcare Professionals is available at: https://clinicianwellbeing.osu.edu/
{"title":"Third National Summit on Promoting Well-Being and Resilience in Healthcare Professionals: Abstracts from the Poster Winners","authors":"Building Healthy Academic Communities BHAC Journal","doi":"10.18061/bhac.v6i2.9296","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.9296","url":null,"abstract":"Symptoms of burnout, depression, and anxiety are experienced by more than half of all healthcare providers across the country. Like the general population, healthcare providers also engage in unhealthy lifestyle behaviors which can contribute to suboptimal mental health and chronic disease outcomes. Further, the mental and physical well-being of providers has been linked to the quality, safety, and cost of patient care. To address these critical issues, The Ohio State University partnered with the National Academy of Medicine’s Action Collaborative on Clinical Well-being and Resilience to bring together hundreds of clinicians, leaders, influencers, students, and agents of change for the Third National Summit on Promoting Well-Being and Resilience in Healthcare Professionals. The summit took place September 28-30, 2022, in Columbus, Ohio. In addition to including phenomenal presentations from some of the nation’s brightest minds, expert practitioners, and renowned motivational speakers, the Summit also included judged poster sessions. BHAC is pleased to present the following abstracts from the winning posters. \u0000More information about the National Summit on Promoting Well-Being and Resilience in Healthcare Professionals is available at: https://clinicianwellbeing.osu.edu/","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116628134","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}
Sheryl L. Chatfield, S. Bista, K. DeBois, D. Kenne
Background: Mental illness indicators increased among U.S. university students in recent years; COVID-19 associated disruptions presented additional mental health challenges for students. Aim: This research aimed to assess the relationship between coping strategies identified by university students and scores on resilience and flourishing scales and to identify additional themes that described student experiences during the COVID-19 pandemic. Methods: An online survey was administered to students at a large public Midwestern University. Quantitative data were assessed using nonparametric tests for association and qualitative data were analyzed using cycles of open coding. Results: Most of the 3,473 respondents were female (76.5%) and white (83.6%), with a mean age of 24.67 years (SD = 8.08). The most frequent coping strategy was physical activity participation (n = 712), followed by socializing (n = 507). The highest resilience and flourishing scores were associated with compliance to COVID-19 associated recommendations or spiritual activities. Qualitative themes included the value of focusing on controllable aspects, the need to be strong for others, and the experience of academic overload during transition to online learning. Conclusions: Universities should endeavor to provide ongoing availability of counseling during university disruptions. Universities might also consider proactive efforts to guide students toward proficiency in strategies that improve coping skills, including some that do not center around technology.
{"title":"The Association Between Coping Strategies, Resilience, and Flourishing Among Students at Large U.S. University During the COVID-19 Pandemic: A Mixed Methods Research Study","authors":"Sheryl L. Chatfield, S. Bista, K. DeBois, D. Kenne","doi":"10.18061/bhac.v6i2.9069","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.9069","url":null,"abstract":"Background: Mental illness indicators increased among U.S. university students in recent years; COVID-19 associated disruptions presented additional mental health challenges for students.\u0000Aim: This research aimed to assess the relationship between coping strategies identified by university students and scores on resilience and flourishing scales and to identify additional themes that described student experiences during the COVID-19 pandemic.\u0000Methods: An online survey was administered to students at a large public Midwestern University. Quantitative data were assessed using nonparametric tests for association and qualitative data were analyzed using cycles of open coding.\u0000Results: Most of the 3,473 respondents were female (76.5%) and white (83.6%), with a mean age of 24.67 years (SD = 8.08). The most frequent coping strategy was physical activity participation (n = 712), followed by socializing (n = 507). The highest resilience and flourishing scores were associated with compliance to COVID-19 associated recommendations or spiritual activities. Qualitative themes included the value of focusing on controllable aspects, the need to be strong for others, and the experience of academic overload during transition to online learning.\u0000Conclusions: Universities should endeavor to provide ongoing availability of counseling during university disruptions. Universities might also consider proactive efforts to guide students toward proficiency in strategies that improve coping skills, including some that do not center around technology.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115519245","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: Prioritizing fitness in the workplace can aid in promoting a more contemporary view of faculty development. As a result, a workplace fitness initiative was developed in a Southern college of nursing to address the physical activity of faculty and staff during work hours and to promote a more contemporary view of faculty development. Aim: This study examined perceptions of the fitness initiative and explored opportunities for improvement. Methods: Faculty and staff completed a survey about the fitness initiative including perceptions of workplace fitness, motivation to join, most enjoyable aspects of the fitness initiative, and opportunities for improvement. Data were analyzed using descriptive statistics, and qualitative responses were coded and analyzed using thematic content analysis. Results: One hundred percent of survey respondents (n = 35) believed in the importance of workplace fitness. Four themes were identified related to the perception of workplace fitness: workplace fitness can increase self-reported movement and productivity and support personal goals. Survey respondents also appreciated the comradery, connection, and team-building that the initiative created. However, time was a barrier to engagement. Conclusion: As nurses are urged to model health-promoting behaviors, a college fitness initiative should be considered for encouraging and normalizing workplace fitness and promoting a more contemporary view of faculty development that focuses on factors outside the traditional faculty role. Our fitness initiative demonstrated that such programs are feasible, well-accepted, promote fitness in physical or virtual workplaces, and help to build connection and comradery among faculty and staff.
{"title":"Expanding Nursing Faculty Development Through a Fitness Initiative","authors":"C. Walker, Sally Humphrey, V. Chandler","doi":"10.18061/bhac.v6i2.8940","DOIUrl":"https://doi.org/10.18061/bhac.v6i2.8940","url":null,"abstract":"Background: Prioritizing fitness in the workplace can aid in promoting a more contemporary view of faculty development. As a result, a workplace fitness initiative was developed in a Southern college of nursing to address the physical activity of faculty and staff during work hours and to promote a more contemporary view of faculty development.\u0000Aim: This study examined perceptions of the fitness initiative and explored opportunities for improvement.\u0000Methods: Faculty and staff completed a survey about the fitness initiative including perceptions of workplace fitness, motivation to join, most enjoyable aspects of the fitness initiative, and opportunities for improvement. Data were analyzed using descriptive statistics, and qualitative responses were coded and analyzed using thematic content analysis.\u0000Results: One hundred percent of survey respondents (n = 35) believed in the importance of workplace fitness. Four themes were identified related to the perception of workplace fitness: workplace fitness can increase self-reported movement and productivity and support personal goals. Survey respondents also appreciated the comradery, connection, and team-building that the initiative created. However, time was a barrier to engagement.\u0000Conclusion: As nurses are urged to model health-promoting behaviors, a college fitness initiative should be considered for encouraging and normalizing workplace fitness and promoting a more contemporary view of faculty development that focuses on factors outside the traditional faculty role. Our fitness initiative demonstrated that such programs are feasible, well-accepted, promote fitness in physical or virtual workplaces, and help to build connection and comradery among faculty and staff.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132336535","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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