Background: Incivility, lack of professionalism, distrust and uncaring behaviors negatively impact the teaching and learning environment. Nurse educators concluded that many of these disturbing trends could be prevented and/or managed effectively if faculty and students were educated about expected professional behaviors.Aim: To promote a healthy academic community through the engagement in activities focused on professional behaviors among nursing faculty and students.Methods: Professional development activities were planned to promote a healthy academic community by educating faculty and student participants regarding professional behaviors in the teaching and learning environment. Faculty and student initiatives were designed to promote wellness, professionalism, civility, caring, and trust. The initial activities were entitled, “This Is Who We Are.”Results: Initial outcomes included a position statement created and signed by faculty to facilitate professional behaviors. Students created and signed a position statement exemplifying the desired behaviors of the cohort.Conclusions: Engagement activities are ongoing involving all faculty and all nursing student cohorts during their first semester in nursing school with additional training and updates planned. Initial anecdotal evidence from faculty and students regarding the benefits of these offerings are strongly supportive and demonstrate the beginning steps to a healthy academic environment in nursing education.
{"title":"This Is Who We Are: Promoting Professional Behaviors and Civility in Nursing Education","authors":"M. Williamson","doi":"10.18061/BHAC.V2I1.6355","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6355","url":null,"abstract":"Background: Incivility, lack of professionalism, distrust and uncaring behaviors negatively impact the teaching and learning environment. Nurse educators concluded that many of these disturbing trends could be prevented and/or managed effectively if faculty and students were educated about expected professional behaviors.Aim: To promote a healthy academic community through the engagement in activities focused on professional behaviors among nursing faculty and students.Methods: Professional development activities were planned to promote a healthy academic community by educating faculty and student participants regarding professional behaviors in the teaching and learning environment. Faculty and student initiatives were designed to promote wellness, professionalism, civility, caring, and trust. The initial activities were entitled, “This Is Who We Are.”Results: Initial outcomes included a position statement created and signed by faculty to facilitate professional behaviors. Students created and signed a position statement exemplifying the desired behaviors of the cohort.Conclusions: Engagement activities are ongoing involving all faculty and all nursing student cohorts during their first semester in nursing school with additional training and updates planned. Initial anecdotal evidence from faculty and students regarding the benefits of these offerings are strongly supportive and demonstrate the beginning steps to a healthy academic environment in nursing education.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114565501","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: Improving college student wellness continues to be a challenge due to concerns related to lifestyle, unhealthy behavior, and lack of accessible supports, often resulting in poor academic performance and high drop-out rates. As a result there has been an increase in wellness-promoting academic courses across colleges and universities with the goal of helping students to establish healthy lifestyle behaviors.Aim: This article critically reviews the existing literature related to college courses designed to promote student wellness.Methods: This scoping review examines research related to courses designed to improve wellness within the college student population between the years 2000-2017 using multiple electronic databases. Results: Review findings include a lack of rigorous research designs, lack of integration of evidence-based models of wellness, challenges associated with consensus conceptualizations of wellness, fidelity, and replicability of wellness-related courses.Conclusions: Wellness as an emerging paradigm continues to gain attention in the literature, particularly related to college students. However, there is a need for more rigorous study designs, examination of mechanisms of change, and consensus related to conceptualizations of wellness and component definitions to inform wellness-promotion efforts, and ultimately support health-enhancing change within the existing lifestyle culture on college campuses.
{"title":"Wellness Promotion Courses in University Settings: A Review of the Outcome Research","authors":"J. Beauchemin, T. Gibbs, Paul F. Granello","doi":"10.18061/BHAC.V2I1.6344","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6344","url":null,"abstract":"Background: Improving college student wellness continues to be a challenge due to concerns related to lifestyle, unhealthy behavior, and lack of accessible supports, often resulting in poor academic performance and high drop-out rates. As a result there has been an increase in wellness-promoting academic courses across colleges and universities with the goal of helping students to establish healthy lifestyle behaviors.Aim: This article critically reviews the existing literature related to college courses designed to promote student wellness.Methods: This scoping review examines research related to courses designed to improve wellness within the college student population between the years 2000-2017 using multiple electronic databases. Results: Review findings include a lack of rigorous research designs, lack of integration of evidence-based models of wellness, challenges associated with consensus conceptualizations of wellness, fidelity, and replicability of wellness-related courses.Conclusions: Wellness as an emerging paradigm continues to gain attention in the literature, particularly related to college students. However, there is a need for more rigorous study designs, examination of mechanisms of change, and consensus related to conceptualizations of wellness and component definitions to inform wellness-promotion efforts, and ultimately support health-enhancing change within the existing lifestyle culture on college campuses.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123876792","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: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.
{"title":"A Pilot Study: Promoting Understanding and Peer Success (PUPS) in the Campus Community","authors":"L. Walker, Kimberly D. Helms","doi":"10.18061/BHAC.V2I1.6408","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6408","url":null,"abstract":"Background: Suicide is one of the leading causes of death in the United States and is escalating in some populations, such as college students. Suicide is the 2nd leading cause of death among college students (Caruso, 2018). The number one cause of suicide is depression (Caruso, 2018).Aim: The aim of the Promoting Understanding and Peer Success (PUPS) project is to explore innovative approaches to teaching and learning in a psychiatric mental health course and to provide early identification and intervention for students or staff who are identified as “at risk” for suicide, depression, anxiety, and substance abuse.Methods: Researchers are utilizing a qualitative approach when collecting data from nursing students involved in this study. The Nursing Students are asked to engage in focus group interview questions and to complete a self-reflection activity focused on the PUPS project.Results: Nursing students have conducted suicide, depression, anxiety and substance abuse screenings on approximately 500 campus student and staff participants thus far. Many of these screenings have resulted in distribution of educational resources, referral and follow up with counseling services.Conclusions: Researchers are continuing to collect data in the form of focused group interview questions, anecdotal comments, and end of the term course evaluations from the nursing students. Thematic coding is pending. Based upon anecdotal comments from the nursing students, the course faculty/researchers of this study believe the PUPS Project is successful.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128354992","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: Students with disabilities in higher education are increasing, yet discrimination against nurses and nursing students with disabilities persists. A healthy academic community must include students with disabilities who are receiving accommodations per the ADAAA.Aim: To determine the extent, if any, of progress in accommodating nursing students with disabilities since the enactment of the Americans with Disabilities Act Amendment (ADAAA) of 2008. Methods: An integrative review of peer-reviewed literature written in English was conducted. The Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, and Educational Resources Information Center (ERIC) were searched. The date range spanned from 2008 to 2018. The type of peer-reviewed literature was not specified.Results: Accommodating students with disabilities depends on individual faculty who remain concerned about patient safety. Faculty tend to view students with disabilities using a medical rather than a social model and evaluate students on the ability to perform essential functions of the job instead of on student competencies.Conclusions: Faculty are more aware of the needs of nursing students with disabilities and the need to accommodate them, yet discrimination still occurs. Academic communities must not discriminate against students with disabilities and should structure an interdisciplinary approach that includes assistance from the university disability office, education of faculty about the ADAAA and the development of sustainable educational models that integrate the individualized needs of all learners.
{"title":"Building Academic Communities to Support Nursing Students with Disabilities: An Integrative Review","authors":"Leslie J. Neal-Boylan, Michelle Miller, J. Bell","doi":"10.18061/BHAC.V2I1.6342","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6342","url":null,"abstract":"Background: Students with disabilities in higher education are increasing, yet discrimination against nurses and nursing students with disabilities persists. A healthy academic community must include students with disabilities who are receiving accommodations per the ADAAA.Aim: To determine the extent, if any, of progress in accommodating nursing students with disabilities since the enactment of the Americans with Disabilities Act Amendment (ADAAA) of 2008. Methods: An integrative review of peer-reviewed literature written in English was conducted. The Cumulative Index to Nursing & Allied Health Literature (CINAHL), PubMed, and Educational Resources Information Center (ERIC) were searched. The date range spanned from 2008 to 2018. The type of peer-reviewed literature was not specified.Results: Accommodating students with disabilities depends on individual faculty who remain concerned about patient safety. Faculty tend to view students with disabilities using a medical rather than a social model and evaluate students on the ability to perform essential functions of the job instead of on student competencies.Conclusions: Faculty are more aware of the needs of nursing students with disabilities and the need to accommodate them, yet discrimination still occurs. Academic communities must not discriminate against students with disabilities and should structure an interdisciplinary approach that includes assistance from the university disability office, education of faculty about the ADAAA and the development of sustainable educational models that integrate the individualized needs of all learners.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125700133","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":"Nutrition on University Campuses","authors":"Ann Lokuta, A. Locke","doi":"10.18061/BHAC.V2I1.6334","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6334","url":null,"abstract":"No abstract available.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128482526","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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