Wellness 101: health education for the university student

Higgins, S. Joan Wharf; Lauzon, Lara L.; Yew, Ann; Bratseth, C.; McLeod, Nicole

doi:10.1108/09654281011052655

Cited by 21 publications

(22 citation statements)

References 27 publications

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“…Wharf Higgins, Lauzon, Yew, Bratseth, and McLeod (2010) utilized a mixed method, two-phased approach in a study of wellness practices among Canadian university students and the impact of a 'Personal Health and Wellness' (PHW) course on student wellness practices. Using the standardized TestWell questionnaire, Phase I of the study revealed overall mean wellness scores of 779.7 out of 1,000 or "good" among the 855 primarily undergraduate students, with the highest scores reflected in sexuality and safety, and lowest in physical activity and nutrition.…”

Section: Wellness Coursesmentioning

confidence: 99%

Wellness Promotion Courses in University Settings: A Review of the Outcome Research

Beauchemin¹,

Gibbs²,

Granello³

2018

BHAC

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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.

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Section: Wellness Coursesmentioning

confidence: 99%

Wellness Promotion Courses in University Settings: A Review of the Outcome Research

Beauchemin¹,

Gibbs²,

Granello³

2018

BHAC

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“…Their populations are comprised in large part of those aged 18-24 years, who represent both the youngest legal targets for tobacco industry marketing, and the age category with the highest smoking prevalence rates in Canada (Hammond et al 2005). Young adults beginning university also face psycho-social vulnerabilities as they transition to this context, potentially losing their previous support networks while encountering new external demands and time pressures (Colder et al 2006, Wharf Higgins et al 2010. These stressors may cause students to 'initiate compromised health behaviours that can persist throughout their lives' (Wharf Higgins et al 2010, p. 310).…”

Section: Campus Environmentsmentioning

confidence: 99%

Smoking restrictions on campus: changes and challenges at three Canadian universities, 1970-2010

Procter-Scherdtel

Collins

2012

Health &Amp; Social Care in the Community

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This article examines the restriction of smoking on university campuses in the Canadian context. Indoor smoking on campus is now completely prohibited by law, and universities are increasingly moving to restrict, or prohibit, outdoor smoking on their grounds. The research focuses on three case studies to identify changes in spatial restrictions on campus smoking over the last four decades (1970-2010), and to determine the challenges involved in establishing bans in outdoor areas of campus. The three universities were selected for their different approaches to the issue of outdoor smoking. Data collection involved semi-structured interviews with 36 key informants, conducted from September 2010 to January 2011, supplemented by documentary information. Interview data were analysed thematically. Protection against environmental tobacco smoke (ETS) on campus proceeded incrementally, via policy-making at the provincial, municipal and institutional levels. Historically, institutional bans on indoor smoking were particularly significant, but their health benefits could be limited by the presence of private property on campus. Universities continue to initiate smoking restrictions today, with respect to outdoor bans. However, respondents reported myriad challenges in developing, implementing and maintaining such bans. Five principal concerns were articulated: the need for ongoing policy communication; management of community relations as smokers are displaced from campus; enforcement to ensure that the policy has practical effect; safety concerns; and difficulties relating to campus layout. Because challenges are diverse and contextual, effective protection against outdoor ETS on campus is likely to require an ongoing commitment on the part of administrators.

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“…Despite the many campus-based wellness programs and services offered, many U.S. students lack the strategies, skills, or support systems to manage stress or change pre-existing behaviors (Beauchemin et al, 2018;Wharf Higgins, Lauzon, Yew, Bratseth, & McLeod, 2010), resulting in unhealthy behaviors and poor overall wellness (Dubois, 2006). There is a need to continue to develop and design programs that increase students' wellness knowledge and behaviors (Nesbitt, 2012).…”

mentioning

confidence: 99%

Examining Student Wellness for the Development of Campus-Based Wellness Programs

Franzidis

Zinder

2019

BHAC

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Background: Despite the many campus-based wellness programs and services offered through entities such as student services, many U.S. students lack the strategies, skills, or support systems to manage stress or change pre-existing behaviors, resulting in unhealthy behaviors and poor overall wellness. Since patterns developed during this time can form a solid foundation for future health behaviors, there is a need to develop and design wellness programs that stimulate positive health-behavior change.Aim: The purpose of this study was to assess student wellness of college students at a four-year public university to inform campus-based health programs, events, and services.Methods: An anonymous, single-structured survey was administered at an on-campus event (N = 225). The instrument covered six dimensions of wellness: physical wellness, social wellness, intellectual wellness, emotional wellness, spiritual wellness, and environmental wellness.Results: Significant differences for gender were found in the dimensions of social wellness, emotional wellness, and physical wellness. Females reported higher levels of social and emotional wellness, while males reported higher levels of physical wellness. Differences in age for emotional wellness, and year of study for physical wellness were also found.Conclusions: Findings provide insight to direct interventions and programs that would enhance students' wellness knowledge and behaviors.

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Wellness 101: health education for the university student

Cited by 21 publications

References 27 publications

Wellness Promotion Courses in University Settings: A Review of the Outcome Research

Wellness Promotion Courses in University Settings: A Review of the Outcome Research

Smoking restrictions on campus: changes and challenges at three Canadian universities, 1970-2010

Examining Student Wellness for the Development of Campus-Based Wellness Programs

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