Faculty's Participation in a Land-Grant University's Wellness Program

Abstract

LEARNING OUTCOME: To evaluate faculty's personal health habits, health status, and interest and participation in a wellness program.This study evaluated faculty's personal health habits, health status, and interests and participation in a wellness program. A survey was distributed to 1039 faculty and the response rate was 42% (N=442). Data were analyzed using frequencies, percentages, correlations, t-tests, ANOVA, and Duncan's Multiple Range Tests to determine if associations existed between specific characteristics of respondents in the categories of tobacco, alcohol/drugs, eating habits, exercise/fitness, stress, safety, and sleep. Respondents were predominately male between 41 to 60 years of age. Weights ranged from 100 to J30 pounds with height ranges of 60 to 78 inches. Two-thirds of the respondents were associate and full professors. Favorable scores of personal health habits were significantly associated (p⩽0.05) with higher academic rank, college, older age groups, desirable weight, and also with current health status of yearly physical and cardiovascular examination. Better eating habit scores were significantly associated (p⩽0.05) with eating breakfast, limited number of snacks, and not dieting. Almost all wear seat belts, do not smoke cigarettes, and drink less than two alcoholic beverages per day. Two-thirds eat three meals a day and sleep between seven to eight hours. More than half use an exercise/fitness center and try to control their stress in various ways. Health habits needing improvement were exercise, eating behavior, and stress control. Almost 75% of the respondents have had a routine physical examination in the past two years, and only 25% are currently having health problems. Faculty of the College of Veterinary Medicine and College of Engineering, Architecture, and Technology were the most interested in wellness. Most of the faculty were interested in participating in wellness education classes relative to exercise, nutrition, and stress/time management. Wellness education needs promotion and should focus on individuals’ needs for continuous and successful wellness participation.