University Health Class: Keep or Cut? Implications for the Future

Chandler, Resa M.; Maddox, Gayle; Singleton, Debby; Stringer, Amy

doi:10.1080/24711616.2021.1908192

Cited by 5 publications

(4 citation statements)

References 33 publications

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“…The development of the stimuli was grounded in the recommendations of works such as Joseph et al (2017); however, the reality in which some of the participants lived, was not authentically represented in terms of messaging. 15 After viewing a stimulus (image) that included the heading, Mid-Week Pause , Participant 1 opined that the image demonstrated an unrealistic goal. Participant 1 stated: I can't really relate to that because I don't really have time to pause.…”

Section: Resultsmentioning

confidence: 99%

“… 12 The nationwide enrollment of both Black and Latina college women (BLCW) increases, 13 access to health-related curricula presents the opportunity to empower these students with knowledge to make informed lifestyle decisions which can affect future generations. 14 , 15 The ubiquitous usage of social media creates an opportunity where institutions—that have readily accessible channels of communication—can engage BLCW with health content that is culturally relevant and student-centered. Unfortunately, BLCW are rarely centralized in health-oriented content within digital spaces 3 and although some literature has investigated the characteristics of physical activity programs geared toward Black and Latina women, none to our knowledge has solely focused on the attributes of the content as it relates to their identities.…”

Section: Introductionmentioning

confidence: 99%

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#Wematter: Creating culturally tailored health promotion content for Black and Latina college women on Instagram

Johnson,

Delk

2024

DIGITAL HEALTH

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Objective Although students at Minority-Serving Institutions (HBCUs, HSIs, TCUs, AAPISIs) have been found to make sound health choices as compared to their counterparts at Predominately White Institutions and have positive expectancy outcomes of physical activity engagement, it is consistently suggested that MSIs examine and bolster health enhancing avenues. Black and Latina women frequently use social media platforms to connect to content that can initiate and support lifestyle changes or improvements. Thus, establishing culturally relevant health related social media content geared toward Black and Latina College Women (BLCW) may be successful in achieving health-related goals. Therefore, the purpose of this study using social identity theory as a theoretical lens, was to identify the fundamental characteristics of culturally tailored health-related content for BLCW. Method This study employed a qualitative approach to ascertain the characteristics of culturally tailored health-related content for BLCW. Black and Latina college women were asked to provide feedback on mock culturally tailored health-related content in semi-structured focus groups. Participants discussed the authenticity and cultural relevancy of images designed to promote physical activity engagement and other healthy behaviors. Results Results indicated that at a minimum, culturally tailored health-related content should include an array of body shapes, authentic language and messaging, in relevant settings. Moreover, BLCW prefer content that is realistic, reflects their experiences, and embodies their relevant identities. Conclusion Social media content designed to attract and promote healthy lifestyles of BLCW must be comprised of imagery and language that represent the diversity of the priority group. The findings from this study can help to establish best practices when designing content intended to strengthen wellness among college students and young adults.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

#Wematter: Creating culturally tailored health promotion content for Black and Latina college women on Instagram

Johnson,

Delk

2024

DIGITAL HEALTH

View full text Add to dashboard Cite

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“…When the transcripts were ready to review, the primary researcher examined them to identify themes by reducing the data into meaningful categories with the aid of NVivo (NVivo 8, QSR International Inc, Cambridge, Massachusetts). This data reduction process allowed responses to be reviewed and organised to improve the interpretation process (Chandler et al, 2021). Following initial review, the PI…”

Section: Methodsmentioning

confidence: 99%

“…A phenomenological approach explains how people understand and draw meaning from their experiences (Pitney and Parker, 2009). Prior research has demonstrated significant improvements in PA participation and wellness knowledge and attitudes when researchers collected data at the beginning and end of the semester (Chandler et al, 2021; Milroy et al, 2013). Additional research is needed to understand the longer-term consequences of such courses.…”

Section: Introductionmentioning

confidence: 99%

Students’ experience of a college wellness course

Ward

Stedge

Tischler

2022

Health Education Journal

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Background: Studies show that lifetime wellness courses improve physical self-efficacy, which in turn increases wellness behaviour, specifically an increase in physical activity (PA). Because of this and other factors influencing overall health, it is important to understand the potential impact of health and wellness courses. The literature includes quantitative studies on activities for health promotion, reviews of pedagogical methods for teaching about health and wellness, and on the perceptions of health and wellness courses. Qualitative enquiry allows for a better understanding of general education (GE) health and wellness courses, as well as students’ experience. Purpose: The purpose of this study was to identify perceptions of students taking a college health and wellness course. Methods: College students who had completed a GE health and wellness course (autumn 2019) 6 months prior to the beginning of this study participated. Following a pilot study with 3 participants, 12 students from 3 different classes participated. Four individual interviews, 1 focus group with 5 students, and 1 focus group with 3 students took place over Zoom teleconferencing. Data were analysed using an interpretive thematic analytical approach aided by NVivo. Results: Five themes were developed from the data, regarding perceptions of the college health and wellness course and its impact on lifestyle choices: (1) improvement in health literacy, (2) healthier mindset and perspectives, (3) healthy relationships, (4) positive lifestyle changes, and (5) strength in numbers. Students experienced mentality shifts and improved their engagement with exercise and food. These improvements in overall well-being led towards actionable changes as many students noted that they reached out to friends and family members for inspiration and accountability. Discussion: Findings demonstrate the importance of a GE health and wellness course on overall health and well-being from a qualitative perspective. Conclusion: An in-depth understanding of students’ perceptions of health and wellness learned through foundational courses may improve future content delivery and quality. The results of this study provide a better understanding of the perceptions and experiences of students who completed a health and wellness course, showing that their knowledge and actions towards health and wellness improved as a result of the course.

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