Building Healthy Academic Communities Journal最新文献_第8页

Collegiate Recovery Program (CRP): Student Needs and Employee Roles 大学恢复计划(CRP):学生的需要和雇员的角色

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/BHAC.V2I2.6393

Nika Gueci

{"title":"Collegiate Recovery Program (CRP): Student Needs and Employee Roles","authors":"Nika Gueci","doi":"10.18061/BHAC.V2I2.6393","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6393","url":null,"abstract":"Background: Research on Collegiate Recovery Programs (CRPs) is emerging. There is a need to examine aspects of CRPs to highlight program efficacy and best practices within local settings.Aim: As distinct cycles within a larger action research study, two small inquiries within a local university setting assessed: (1) how student members of the organization \"Students for Recovery\" defined their needs, and (2) how student employees of the CRP described their roles and success in their work.Methods: Semi-structured interviews examined students in recovery and student CRP employees.Results: Thematic analysis for each group produced two sets of qualitative results. Members of the student organization \"Students for Recovery\" described their needs as social support and safety, awareness and advocacy. Student employees of the CRP described their role as outreach and one-on-one support as well as strategic program planning. Instances of success were described as the departmental support, and their unique peer perspective.Conclusions: Two queries described needs of students in recovery and role descriptions of student CRP employees within a specific setting. Robust studies are needed to understand the impact of local CRP programs and can provide context to guide informed, responsive programming and best practices.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"30 15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125725154","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}

引用次数: 3

Knowledge of Antibiotic Use in College Students: A Quality Improvement Project 大学生抗生素使用知识:一个质量改进项目

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/BHAC.V2I2.6324

K. Moes, Catherine A Carrico, Alexander Hall

{"title":"Knowledge of Antibiotic Use in College Students: A Quality Improvement Project","authors":"K. Moes, Catherine A Carrico, Alexander Hall","doi":"10.18061/BHAC.V2I2.6324","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6324","url":null,"abstract":"Aim: To evaluate college students' knowledge, attitudes, and beliefs about antibiotic use for simple viral infections, as well as determine if knowledge could be improved through an educational intervention and examine impacts on overall patient satisfaction.Background: Antibiotic resistance is a growing problem. College-aged students are at an increased risk for simple respiratory infections due to their close living conditions and poor knowledge of appropriate antibiotic use (Smith, Rigassio-Radler, Denmark, Haley, & Touger-Decker, 2012; Turner & Keller, 2015).Methods: Students (N = 44) age 19-25 seen at the college health center of a small, private Nebraska university presenting with symptoms of an upper respiratory infection (URI) were given a survey prior to seeing the healthcare provider. During the visit, providers reviewed an educational handout discussing appropriate antibiotic use for URIs and then gave the student a post-survey to complete.Results: Students' Basic Knowledge of antibiotics improved, p = .1, Cohen's d = 0.41 as a result of the educational intervention, while changes in knowledge about Efficacy and Provider trust was mixed. Knowledge of correct use/misuse was high at pre, M = 1.95 and post M = 1.93.Conclusions: College-aged students benefit from additional education about antibiotics. Based on this project's findings, educational handouts have the potential to improve knowledge regarding antibiotics.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132760982","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}

引用次数: 3

Benefits and Success of an Interdisciplinary Wellness Interest Group (iWIG) at a Modern Jesuit University 现代耶稣会大学跨学科健康兴趣小组(iWIG)的好处和成功

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/BHAC.V2I2.6321

S. Bartos, M. Gordon, C. Andersen, Kara Hunter

{"title":"Benefits and Success of an Interdisciplinary Wellness Interest Group (iWIG) at a Modern Jesuit University","authors":"S. Bartos, M. Gordon, C. Andersen, Kara Hunter","doi":"10.18061/BHAC.V2I2.6321","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6321","url":null,"abstract":"Aim: To highlight the early achievements and discuss the benefits of forming an Interdisciplinary Wellness Interest Group (iWIG) on a modern Jesuit University campus.Background: While wellness programs have a place in academic communities, universal perspectives on the best way to lead Wellness initiatives is lacking. An iWIG gives a common platform to share ideas, communicate across audiences, and provide important information to the campus community about health promotion and health patterns of the campus community.Methods: After assembling the iWIG team, on-campus meetings were held with members of the interdisciplinary group. These meetings include faculty, staff, and students from various departments. The iWIG continues to meet regularly to expand and develop wellness initiatives, research opportunities and to ensure a presence on campus.Results: The iWIG has impacted many initiatives on campus, a select few which are profiled in this manuscript. The group is involved in funded research studies, has received a \"Healthy Workplace\" designation, and continues to expand health and wellness into various departments on campus.Conclusions: The interdisciplinary group has provided those with an interest in health and wellness with a formal platform to express ideas and implement initiatives for all individuals to better the overall well-being of the university community.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129891023","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}

引用次数: 0

Boomerang Effects of Sexual-Violence Prevention Messages on College Men's Attitudes 性暴力预防信息对大学男生态度的“回旋效应

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/BHAC.V2I2.6583

Caitlin Spikes, Miglena M. Sternadori

{"title":"Boomerang Effects of Sexual-Violence Prevention Messages on College Men's Attitudes","authors":"Caitlin Spikes, Miglena M. Sternadori","doi":"10.18061/BHAC.V2I2.6583","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6583","url":null,"abstract":"Background: Sexual assault is a serious public health problem in the U.S. Although colleges and universities receiving federal funding are required to provide sexual violence prevention and awareness programs, initiatives aimed specifically at college men remain relatively uncommon. Furthermore, assessments of the effectiveness of such programs suggest that most do not contribute to the prevention of sexual violence on college campuses.Aim: This study investigates the prevalence and malleability of attitudes that underlie sexually violent behaviors perpetrated by self-identified heterosexual, cisgender male college students against college women.Methods: Seventy-one self-identified heterosexual, cisgender, full-time undergraduate male students, all at low risk for committing sexual assault, participated in a pretest-posttest online experiment. They were randomly assigned to one control condition and two experimental sexual-assault-prevention interventions featuring a female or a male speaker.Results: The experimental conditions did not have the intended effects of eliciting attitudes that would further the prevention of sexual violence on college campuses. The experimental conditions were, in fact, less effective on some measures than the control condition.Conclusions: The findings suggest a boomerang effect, which refers to a persuasive outcome opposite to the desired one. Previous research has pointed to boomerang effects of sexual-assault prevention programs among high-risk men. The results of this study suggest a boomerang effect is also evident among college men at low risk for committing sexual assault.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116612210","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}

引用次数: 6

A Comprehensive Approach to University Wellness Emphasizing Million Hearts® Demonstrates Improvement in Population Cardiovascular Risk 大学健康的综合方法强调百万心脏®证明改善人口心血管风险

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/BHAC.V2I2.6555

B. Melnyk, Gregg M. Gascon, Megan Amaya, L. Mehta

{"title":"A Comprehensive Approach to University Wellness Emphasizing Million Hearts® Demonstrates Improvement in Population Cardiovascular Risk","authors":"B. Melnyk, Gregg M. Gascon, Megan Amaya, L. Mehta","doi":"10.18061/BHAC.V2I2.6555","DOIUrl":"https://doi.org/10.18061/BHAC.V2I2.6555","url":null,"abstract":"Purpose: This study evaluated changes in university faculty and staff cardiovascular population risk over a three-year period after the implementation of the Million Hearts®' initiative, which targets the ABCS for cardiac care (i.e., Appropriate aspirin therapy, Blood pressure control, Cholesterol management, and Smoking cessation), with an additional S for Stress reduction.Methods: Using a longitudinal descriptive analysis of population cardiovascular health from 2012 to 2015, the Framingham Risk criteria for over 28,000 continuously-enrolled university faculty and staff were examined in a quality improvement initiative following the implementation of the Million Hearts® national initiative. Launched in 2011 by the Centers for Disease Control and Prevention and the Center for Medicaid Services within the Department of Health and Human Services, the initiative targets modifiable risk factors to prevent one million heart attacks and strokes by 2022.Results: Faculty and staff with low-risk Framingham scores increased from 7.8 % to 14.1 % from 2012 to 2015.Conclusion: Although this study was not a randomized controlled trial, findings support a comprehensive integrated approach to population health and wellness, emphasizing the ABCS of Million Hearts® with an added S for Stress reduction, can improve cardiovascular disease risk.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121562896","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}

引用次数: 4

President's Message 总统的消息

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/bhac.v2i2.6615

M. Amaya

引用次数: 0

Editorial: Are we Listening? 社论:我们在倾听吗?

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/bhac.v2i2.6607

M. Kazer

引用次数: 0

Editorial Advisory Board 编辑顾问委员会

Building Healthy Academic Communities Journal Pub Date : 2018-11-19 DOI: 10.18061/bhac.v2i2.6606

Building Healthy Academic Communities BHAC Journal

引用次数: 0

College Student Sleep 大学生睡眠

Building Healthy Academic Communities Journal Pub Date : 2018-06-20 DOI: 10.18061/BHAC.V2I1.6347

Christine S. Gipson, S. Bartos

引用次数: 0

Teaching Life Lessons: When Millennials Fail 传授人生经验:当千禧一代失败时

Building Healthy Academic Communities Journal Pub Date : 2018-06-20 DOI: 10.18061/BHAC.V2I1.6360

Jeffery L. Ramirez, J. Isaacson, Deborah Smith, Brenda Senger

{"title":"Teaching Life Lessons: When Millennials Fail","authors":"Jeffery L. Ramirez, J. Isaacson, Deborah Smith, Brenda Senger","doi":"10.18061/BHAC.V2I1.6360","DOIUrl":"https://doi.org/10.18061/BHAC.V2I1.6360","url":null,"abstract":"Background: Students who fail may face feelings of diminished self-perception, decreased sense of achievement, and experience negative emotions or moods such as: guilt, embarrassment, thoughts of reoccurring failure, feeling of letting others down or disappointing teachers and parents. Aim: This paper is to discusses the topic of failure and providing thoughts and reflections on the topic. The authors believe that faculty can help students learn to fail and also maintain their self-worth and dignity. Helping students learn from these failures and promoting resilience and humility when faced with life adversities may be one of the best lifelong lessons faculty can teach. Results: Failure is never an easy experience. When a student is faced with failure, it is critical for faculty to help the student find the positives of the experience. This as an opportunity to promote personal growth and character development. Educators are in a precarious position because learning outcomes are based on successful performance and failure can be looked upon negatively for faculty. Conclusions: Faculty are perfectly positioned to help reframe failure for students struggling in college and help them find their true passion in life. College is a transformative experience, a time for self-discovery and finding one’s true identity. It is a time to learn life lessons and how to manage adversity facilitating strong, emotionally healthy, driven men and women of future generations.","PeriodicalId":126281,"journal":{"name":"Building Healthy Academic Communities Journal","volume":"3 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":"122275628","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}

引用次数: 0