Sexual Well-Being Among College Students: A Qualitative Study

Bedree, Helen; Moller-Mullen, Maeve; Rose, Elizabeth; Flanders, Corey E.

doi:10.1007/s12119-019-09631-5

Cited by 10 publications

(11 citation statements)

References 19 publications

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“…Unlike psychological well-being, which is more general and has been subject to much analysis in previous research [38][39][40], the study of emotional well-being has focused on emotions as a substantive element of subjective well-being. In the university setting, previous research has shown that a higher level of emotional well-being in university students was associated with a greater experience of positive emotions [41][42][43], while stress was associated with less psychological well-being and greater negative emotionality [44,45].…”

Section: Positive Vs Negative Achievement Emotions As a Correlate Of Emotional Well-being In University Studentsmentioning

confidence: 96%

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Arias

Paoloni

Vera-Martínez

et al. 2020

IJERPH

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Achievement emotions constitute one important variable among the many variables of students’ learning. The aim of this research was to analyze the differential effect of university students’ levels of self-regulation (1 = low, 2 = medium and 3 = high), and of their level of perceived stress in three academic situations (1 = class, 2 = study time and 3 = testing), on the type of achievement emotionality they experience (positive and negative emotions). The following hypotheses were established: (1) a higher level of student self-regulation would be accompanied by higher levels of positive emotionality and lower levels of negative emotionality and (2) a higher level of situational stress would predispose higher levels of negative emotionality and lower levels of positive emotionality. A total of 520 university students completed three self-reports with validated inventories. Descriptive, correlational, and structural prediction analyses (SEM) were performed, as well as 3 × 3 ANOVAs, under an ex post facto design by selection. The results showed overall fulfillment of the hypotheses, except for a few specific emotions. Implications for prevention and psychoeducational guidance in the sphere of university education are discussed.

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Section: Positive Vs Negative Achievement Emotions As a Correlate Of Emotional Well-being In University Studentsmentioning

confidence: 96%

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Arias

Paoloni

Vera-Martínez

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…It has been documented that safe spaces for talking about mental health can be an effective tool for wellness among college students (Active Minds, 2019 ). Research has found that safe spaces, where LGBTQ + and Latina students could communicate without fear of being of silenced and judged, did provide a positive experience (Bedree et al, 2019 ; Revilla, 2004 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Program Considerations and Addressing At-Risk Populations in Active Minds Clubs: A Brief Report

Stern

LaChappelle

2022

Community Ment Health J

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Active Minds, a national non-profit, was created to combat suicide and mental health stigma among youth and young adults. Research has indicated that Active Minds has been effective in positively changing students’ attitudes and behaviors towards mental health. This study seeks to understand what else Active Minds can do to address mental health barriers and help-seeking within student populations and how Active Minds can better support at-risk populations in their wellness. This study consisted of four focus groups, and 13 participants completed a Brief Questionnaire and answered open-ended questions from a semi-structured interview guide. The narrative was coded and categorized, and thematic analysis was utilized. Eight themes were identified: (a) creating shared safe spaces (b) mental health stigma among Native American and Hispanic/Latinx students (c) the vulnerability of LGBTQ + student populations (d) addressing special populations in Active Minds programming (e) the role of gender and religion in mental health (f) cultural education and resources (g) normalizing mental health through education and family conversation, and (h) promotion of Active Minds and accessibility of counseling. Because the sample size only consisted of 13 participants the results cannot be generalized to students, but the results are transferable to student populations. The researchers recommend that Active Minds use a peer support model and develop curriculums that address mental health stigma and cultural education in diverse populations. Future research is needed to uncover those strategies that might engage males in mental health education.

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“…Healthcare costs associated with these infections are approximately $16 billion per year 5 . Although physical and financial access to college health centers may be unencumbered, SGM students can experience access disparities due to discomfort seeking sexual healthcare in these settings 6 …”

Section: Introductionmentioning

confidence: 99%

“…In the 2020 National College Health Assessment survey, nearly 20% of respondents nationwide self‐identified as SGM 8 . Because institutional demographics are closely tied to campus culture, the percentage of SGM students may vary widely by college with SGM young adults often self‐selecting more affirming environments 6 . This quality improvement (QI) initiative was implemented at a small urban art and design college in the northeast United States with marked gender and sexual diversity in the student population (42% of students self‐identified as “not heterosexual” and 8% identified as transgender or gender nonconforming on the 2019 Freshman Cooperative Institutional Research Program survey 9 and 46% self‐identified as LGBTQ on the 2018–2019 Healthy Minds survey 10 ).…”

Section: Introductionmentioning

confidence: 99%

“…5 Although physical and financial access to college health centers may be unencumbered, SGM students can experience access disparities due to discomfort seeking sexual healthcare in these settings. 6 Approximately 4.5% of the US population identify as sexual minorities (gay, lesbian, or bisexual) and 0.6% identify as gender minorities (transgender or nonbinary), with 30% of all SGM aged 18-24. 7 In the 2020 National College Health Assessment survey, nearly 20% of respondents nationwide self-identified as SGM.…”

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confidence: 99%

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Improving equitable access to inclusive sexual healthcare in a small urban college health setting

Gianelis

Butler

2022

Nursing Forum

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Background Sexual and gender minorities (SGM) experience many disparities in sexual health. College health centers must address early inequities for this population. Local Problem Significant access disparity was noted for SGM students at a small urban college health center. The aim of this quality initiative was to increase equitable access by 20% over 90 days. Methods A rapid‐cycle quality improvement project was initiated using a Plan‐Do‐Study‐Act model. Interventions Templated nurse‐led visits, a discussion starter tool, and an inclusive care checklist were introduced, with assurance of equity for each metric, and a focus on team collaboration. Results Access to sexual health services increased by 22.6% over 8 weeks with SGM utilization increasing 2.7‐fold. Guideline‐concordant care improved by 94% for all students. Student comfort scores (Likert range 1–5) also improved, from a baseline of 3.53 to a project mean of 4.62. Conclusions This project addressed equity in a college health setting through improved student engagement, targeted workflow innovation, and enhanced team collaboration. Application of key findings to other health topics will continue to mitigate disparities in college health centers. Tools may also be applied to adolescent and adult primary care settings to improve patient comfort and SGM‐inclusive sexual health service delivery.

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Sexual Well-Being Among College Students: A Qualitative Study

Cited by 10 publications

References 19 publications

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing

Program Considerations and Addressing At-Risk Populations in Active Minds Clubs: A Brief Report

Improving equitable access to inclusive sexual healthcare in a small urban college health setting

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