A Nationwide Survey of College and University Student Wellness Programs

Dinger, Mary K.; Watts, Parris R.; Waigandt, Alex; Whittet, Candy

doi:10.1123/nirsa.17.1.44

Cited by 3 publications

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“…Many universities and colleges have wellness programs designed to promote the overall health and well-being of students and faculty. A nationwide survey of University programs in the United States which address student wellness identified 202 such programs, and that was 30 years ago, in 1992 ( Dinger et al, 1992 ). A more recent critical review of the literature on college courses designed to improve wellness covered the years between 2000 and 2017 and found wellness or equivalent courses to be widespread at the university level.…”

Section: Introductionmentioning

confidence: 99%

Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module

Smeaton

2023

Health Educ Behav

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Many universities have wellness programs to promote overall health and well-being. Using students’ own personal data as part of improving their own wellness would seem to be a natural fit given that most university students are already data and information literate. In this work, we aim to show how the interplay between health literacy and data literacy can be used and taught together. The method we use is the development and delivery of the FLOURISH module, an accredited, online-only but extra-curricular course that delivers practical tips in the areas that impact students’ everyday wellness including sleep, nutrition, work habits, procrastination, relationships with others, physical activity, positive psychology, critical thinking, and more. For most of these topics, students gather personal data related to the topic and submit an analysis of their data for assessment thus demonstrating how students can use their personal data for their benefit. More than 350 students have taken the module and an analysis of the use of online resources, as well as feedback on the module experience, are presented. The contributions of this article are to further endorse the need for health literacy and digital literacy for students, and we demonstrate that these can be taught together making each literacy more appealing to the digital natives of Generation Z who make up the majority of students. The implications for public health research and practice are that two student literacies, health and digital, are not independent and for our students, they should be taught together.

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Section: Introductionmentioning

confidence: 99%

Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module

Smeaton

2023

Health Educ Behav

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“…Although many colleges and universities offer wellness enhancement opportunities for their students, very little has been written concerning the effectiveness of these courses and programs in positively impacting students' knowledge, attitudes, and behaviors. Less than 34% of college and university student wellness programs evaluated attitude and behavior change within physical activity and nutrition education interventions (Dinger, Watts, Waigandt, & Whittet, 1992). Clearly, there is a need to assess the impact of wellness courses and programs in higher education settings.…”

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confidence: 99%

Development of the Wellness Knowledge, Attitude, and Behavior Instrument

Dinger¹,

Watts²,

Barnes³

1998

Measurement in Physical Education and Exercise Science

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“…In fact, many of them had planning committees. The second study, conducted by Dinger, Watts, Waigandt, & Whittet (1992) reported that the most popular program components among the universities they sampled were blood pressure screening (89%), body composition assessment (80%), sit and reach testing (68%), weight control classes (67%), and strength assessment (62%).…”

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confidence: 99%

The Prevalence and Characteristics of Wellness Programs and Centers at Two-Year and Four-Year Colleges and Universities

Strand

Egeberg

Mozumdar

2010

Recreational Sports Journal

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Because the lifestyles of college students can often lead to unhealthy consequences, campus wellness programs can be instrumental in encouraging students to improve their health behaviors. The purpose of this study was to investigate the prevalence and characteristics of campus wellness programs and centers. A web-based survey was developed and emailed to wellness representatives at 241 colleges and universities in the nine states that make up the Central District Association of the American Alliance for Health, Physical Education, Recreation, and Dance (CDA-AAHPERD). Findings indicated that 64.7% of two-year institutions and 78.9% of four-year institutions had a wellness program. In addition, 68.6% of two-year institutions and 84.0% of four-year reported having a wellness center. The type of institution had no significant difference to the prevalence of wellness programs or centers. The prevalence of wellness centers may be increasing on college campuses. Respondents reported that they will be expanding or building new wellness facilities in the next five years. Twenty-seven percent of two-year institutions and 33.3% of four-year institutions will be expanding their wellness centers in the next five years. Building wellness centers also appears to be a development on college campuses as 16.7% of two-year institutions and 22.2% of four-year institutions reported that they have plans for new wellness centers within the next five years. Two-year institutions were compared with four-year institutions concerning the services, associations, and activities provided by wellness programs. Chi-square analysis and Fisher's exact test were performed and found more similarities than differences.

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A Nationwide Survey of College and University Student Wellness Programs

Cited by 3 publications

References 0 publications

Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module

Teaching Health Literacy and Digital Literacy Together at University Level: The FLOURISH Module

Development of the Wellness Knowledge, Attitude, and Behavior Instrument

The Prevalence and Characteristics of Wellness Programs and Centers at Two-Year and Four-Year Colleges and Universities

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