Health Higher Education Research Articles

Healthy Cities South Auckland: A focus on youth leadership and sustainability in the post-COVID world

Introduction: This paper draws on a presentation given at the American Public Health Association (APHA) annual meeting in Philadelphia in 2019 (Drs. Conn and Field). It is based on an innovative public health initiative in the Aotearoa New Zealand context, which incorporates key themes relating to sustainable and healthy cities in the post-COVID world.
 Method: Healthy cities South Auckland began in 2019, and involves Auckland University of Technology (AUT) faculty and students, many of whom are from indigenous Māori and Pacific Island communities, working collaboratively. The initiative aims to improve the health and wellbeing of the urban population using a series of codesigned projects that prioritise youth leadership and principles of sustainability. Current projects include an investigation of healthy food youth enterprise and the role of urban sustainable food environments; and student, faculty, and industry codesign of future-oriented public health higher education.
 Discussion: Whilst this public health initiative is grounded in known principles of community action and determinants of health, it is innovative in the close and contextualised attention to Māori and Pacific youth leadership and to a more overt sustainability agenda. Emphasising the shift from healthy cities focusing on people, to one that focuses on the inextricable link between people and the natural environment, the initiative is underpinned by indigenous guardianship concepts, such as Māori Kaitiakitanga (guardianship of the natural order) and Pacific Va (healthy spaces). Traditionally associated with rural and marine spaces, a valuable new development is the application of indigenous principles by youth in an urban setting and for a public health agenda. These notions resonate with global shifts such as the ‘school strikes for climate change’ movement and seem particularly apt in a post-COVID world which must mobilise new ways of bringing about transformative change. These include addressing disease outbreaksand chronic disease and health inequities, while also taking into consideration the contexts of community, culture and natural environments.
 Conclusion: In the Aotearoa New Zealand context, strengths-based approaches are a vital way forward, positioning Māori and Pacific young people as champions. Notions of healthy cities as sustainable cities; based on indigenous guardianship applied to 21st century urban spaces; youth activism and urban health in the digital age; and partnership between academia, youth, and industry are significant areas for further study, providing useful lessons for cities’ agendas, both locally and internationally.

Re-thinking Public Health Education in Aotearoa New Zealand: Factory Model to Personalized Learning

Key drivers of change in the 21st century—pandemic, technology advance, social disparity—are shaping the public health industry, including employment and education. In 2020, COVID-19 brought rapid change to the teaching of public health in higher education. In this reflective essay, we move beyond the delivery of existing curricula shifting from classroom to online, and consider the greater agenda of a transformative educational paradigm. This is broadly conceptualized as a shift from a “factory model education” to one of “personalized learning” with an emphasis on fostering creativity and heutagogical (student-driven) models, underpinned by technology, and real world application involving problem and project-based learning in a changing industry. Such change has stemmed both from the impact of COVID-19 on the education system, and in response to a more momentous transformation in public health careers and societal expectations of a public health workforce.

The Moderating Roles of Empathy and Attachment on the Association Between Latent Class Typologies of Bullying Involvement and Depressive and Anxiety Symptoms in Singapore

Bullying involvement tends to bring about greater mental health problems among school-aged youths, and research suggests that empathy and attachment may play crucial roles in mitigating these adverse consequences. However, little is known about how different types of bullying involvement continue to contribute to mental health in higher education. This study fills the knowledge gap by examining how empathy and attachment moderate the relationship between the patterns of bullying involvement and depressive and anxiety symptoms among Singaporean university students. A total of 835 students (aged 21–24) from a public university completed an online survey. Using latent class analysis, a four-class typology was uncovered, consisting of high/multiple bully–victims, cyberbully–victims, relational and verbal victims, and persons uninvolved in bullying involvement. Multiple regression analyses showed that high/multiple bully–victims, cyberbully–victims, and relational and verbal victims tended to experience elevated depressive or anxiety symptoms compared to those who were uninvolved. Two 2-way interactions involving empathy and attachment were found: Compared to the uninvolved, being high/multiple bully–victims and having low empathy were associated with greater anxiety symptoms, and being cyberbully–victims with poor peer attachment was linked to greater anxiety symptoms. These differences in anxiety between the uninvolved and high/multiple and cyberbully–victims were non-significant at medium and high levels of empathy and at high levels of peer attachment, respectively. In order to improve the mental health of school-aged youths, practitioners should employ not only specific bullying prevention–intervention programs but also empathy- and peer-based programs.

From Antiblackness to Cultural Health in Higher Education

Antiblackness has a long and storied history in higher education in the United States, and unfortunately, antiblack attitudes and practices continue in the 21st century. With implications for countering antiblackness in higher education and institutionalizing support for cultural health and wellness, we documented experiences of antiblackness in the African American Student Network (AFAM). AFAM was a weekly networking group, co-facilitated by Black faculty and graduate students, where Black undergraduates could come together and share their experiences. Participation in AFAM was associated with Black holistic wellness, and AFAM was a source of cultural health, where we conceptualized cultural health as having a sense of pride and resilience in one’s cultural background. We analyzed notes of 277 AFAM discussions from 2005–2006 to 2017–2018 using an adaptation of consensual qualitative research methods to identify four domains of antiblackness: racial trauma (n = 51), racial microaggressions (n = 34), racial rejection (n = 33), and systemic racism (n = 25). In moving from antiblackness to cultural health, we advocate for institutional resources in higher education, such as an institute for cultural health on campus, that values the cultures of Black students and students of color, and that focuses on building communities in which students can generate a wellspring of pride and resilience in their cultural backgrounds.

Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

BackgroundAmong the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses.MethodsA mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects.ResultsThere were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses.ConclusionsLack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

Lived experiences of mental health in higher education: A comparative analysis of determinants to supports and services.

Due to increasing incidence of mental health challenges in college students and its relation to poorer student outcomes (e.g., recruitment, retention, graduation), higher education institutions have turned their attention toward the needs of students experiencing mental health challenges (Collins & Mowbray, 2005). In attempts to ameliorate poorer student outcomes, some states have investigated the impact of mental health on those enrolled in higher education as well as the needs for supports and services for those impacted (e.g., Oregon Higher Education Coordinating Commission [OHECC], Office of Academic Policy and Authorization, 2018). However, despite these initiatives, limited empirical research is available related to the lived experiences of individuals with mental health challenges in higher education settings; including the supports and barriers they may experience while navigating these complex settings. This study begins to address this knowledge gap by using qualitative content analysis to examine and compare key stakeholder lived experiences related to mental health challenges in higher education, including the similarities and differences regarding service and support needs, determinants to usage (support and barriers), and recommendations for future research and improving the continuum of care. Considerations for policy, practice, and future research are provided. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Student Mental Health in Higher Education: Discourse on Reddit Reveals Contributing Factors and Solutions

Student Mental Health in Higher Education: Discourse on Reddit Reveals Contributing Factors and Solutions

Preparing Health and Physical Education Teachers to Become Trauma Invested

The purpose of the feature series is to prepare health and physical education teachers, both at the K-12 and higher education levels, on how to become knowledgeable about trauma, toxic stress, Adverse Childhood Experiences (ACEs), the warning signs and symptoms, and how to minimize potential triggers by engaging in trauma-invested practices. This is exceedingly important at a time when mental health issues and social emotional learning is at the forefront of education discussions. Currently, licensed teachers are not prepared to educate, assist, and support students who are dealing with extensive trauma, which significantly influences their ability to learn. Our hope through this feature series is to provide professional development to K-12 health and physical education teachers and higher education health and physical educators. Although there is some quantitative research at the elementary and secondary levels on trauma, ACEs, and student learning, there hasn't been any research or much focus specific to health and physical education. Since social emotional learning is also a salient focus, we want to be sure to integrate this content along with trauma-invested practices. Furthermore, looking at both trauma and social emotional learning by also addressing the socially unjust practices that may enhance these issues is needed.

Predicting stress and mental wellbeing among doctoral researchers

Background Although mental health in higher education is increasingly recognised as a public health issue, postgraduate research students are often overlooked. Recent studies indicate a high prevalence of mental distress in this population. Aims This study assesses the experience of doctoral researchers and identifies factors influencing mental wellbeing and perceived stress. Methods A cross-sectional study examined how key demographic, individual and contextual factors related to stress and mental wellbeing in a sample of 431 doctoral researchers in the United Kingdom. Results Respondents gave positive reports about their supervisory relationship and identified feeling confidently prepared for their work. Family support, good general health, sleep and low levels of self-depreciation predicted stronger mental wellbeing and lower levels of stress. Students who were confident about their future career and felt well prepared for their studies were less stressed and those who were achievement orientated had better mental wellbeing. Conclusions Focused attention on exploring career options and building confidence may help reduce stress among doctoral researchers. Taking steps to tackle the imposter phenomenon may help further. These could include addressing fear of failure, improving confidence in research ability and clarifying the role of doctoral researchers within the wider academic community.

Effects of COVID-19 on College Students' Mental Health in the United States: Interview Survey Study.

BackgroundStudent mental health in higher education has been an increasing concern. The COVID-19 pandemic situation has brought this vulnerable population into renewed focus.ObjectiveOur study aims to conduct a timely assessment of the effects of the COVID-19 pandemic on the mental health of college students.MethodsWe conducted interview surveys with 195 students at a large public university in the United States to understand the effects of the pandemic on their mental health and well-being. The data were analyzed through quantitative and qualitative methods.Results Of the 195 students, 138 (71%) indicated increased stress and anxiety due to the COVID-19 outbreak. Multiple stressors were identified that contributed to the increased levels of stress, anxiety, and depressive thoughts among students. These included fear and worry about their own health and of their loved ones (177/195, 91% reported negative impacts of the pandemic), difficulty in concentrating (173/195, 89%), disruptions to sleeping patterns (168/195, 86%), decreased social interactions due to physical distancing (167/195, 86%), and increased concerns on academic performance (159/195, 82%). To cope with stress and anxiety, participants have sought support from others and helped themselves by adopting either negative or positive coping mechanisms.Conclusions Due to the long-lasting pandemic situation and onerous measures such as lockdown and stay-at-home orders, the COVID-19 pandemic brings negative impacts on higher education. The findings of our study highlight the urgent need to develop interventions and preventive strategies to address the mental health of college students.

Social-emotional health in higher education: a psychometric evaluation with Turkish students

ABSTRACT The present study investigated the utility and validity of the Social Emotional Health Survey-Higher Education (SEHS-HE) among Turkish students (N = 345) in higher education. Confirmatory factor analysis found acceptable data-model fit statistics for a priori SEHS-HE latent measurement models and its second-order covitality latent construct. The covitality latent construct was associated with higher levels of mental wellbeing, higher academic achievement, and lower levels of psychological symptoms. Findings provided preliminary evidence supporting the use of the SEHS-HE to measure Turkish university students' social-emotional strengths. Research is needed to further evaluate how the SEHS-HE can be used to inform prevention and intervention services on university campuses that aim to improve students' social, emotional, and mental health and wellbeing.

The Epidemic of Mental Health in Higher Education and Its Impact on Students’ Academic Success

The Epidemic of Mental Health in Higher Education and Its Impact on Students’ Academic Success

Raising Awareness of Mental Health in Higher Education: Research Activity for Educators.

By Josephine NwaAmaka Bardi, MSc, RMN, PhD student, University of Nottingham, School of Health Sciences, Queens Medical Centre, Nottingham, United Kingdom, [email protected] Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com).

Emotional Intelligence Skills: Is Nurses' Stress and Professional Competence Related to their Emotional Intelligence Training? A quasi experimental study.

Introduction: Emotional intelligence is a social skill that controls stress and affects one's ability to cope with the demands and environmental pressures; it so can improve professional competence in health care providers such as nursing students. Training on emotional intelligence increases the mental health and influences the mutual relationships, stress, depression and aggression. This study aimed to determine the effect of emotional intelligence skills training program on the stress and academic success of nursing students in a higher education health complex. Methods: This study is a quasi-experimental study with an educational intervention. The participants included 100 students of nursing selected by stratified random sampling from both genders. They were randomly categorized into two intervention and control groups including 50 subjects, respectively. We used Meyer and Salvia model in Emotional Intelligence training in the intervention group. During the training sessions in the intervention group, the control group did not receive any intervention. Academic stress and professional competence in both groups were measured before and two weeks after the experiment. SPSS version 21 was used to analyze the data, using Paired t-test, independent t-test, Wilcoxon, Mann-Whitney and Chi-Square tests. Results:The mean age of the participants was 20 ± 2.14 years old. According to the results, the mean difference of the changes in the professional competence (P<0.001), total academic stress (P<0.001), and the four areas of academic stress such as emotional response (P<0.001), physical response (P<0.001) and physiological response (p<0.001) were significant. The intervention group, as compared with the control group, showed no significant effect on the other factors of academic stress such as frustration, conflict, academic pressure, changes and self-imposed stress. Conclusion: The education of emotional intelligence components can improve the efficiency of nursing care services and professional competence due to deceased stress.

Whole system approaches to health in higher education

PurposeThe purpose of this paper is to report on an evaluation of the UK Healthy Universities Network (UKHUN), which explored engagement of network members; identified what members value about the network; examined facilitators and barriers to engagement; and informed the network’s future development.Design/methodology/approachThe study was a two phase mixed-method study, with participants being staff from Higher Education institutions. Phase 1 involved a documentary review and an online 14-question survey (n=32). Phase 2 comprised follow-up semi-structured interviews and focus groups, conducted using Skype (n=11). These were audio recorded and transcripts were thematically analysed in a two-stage process.FindingsA number of key themes emerged from the thematic analysis: value of network meetings and events; popularity of the network website; increased communication and collaboration; sense of leadership offered by the network; interest and inclusion of an international perspective; importance of institutional support.Research limitations/implicationsOnly six universities who are involved in the network took part in Phase 2. Although a range of organisations were chosen purposively, it is possible that additional key issues at other universities were excluded.Originality/valueThe UKHUN is valued by its membership, particularly its biannual meetings, online presence, leadership, ethos and communication methods. Key barriers include the capacity of staff to attend meetings and contribute to the network, influenced by a lack of institutional commitment and prioritisation. Findings from the evaluation have informed a “refresh” of the network’s website and a revision of its membership structure, as well as guiding its positioning to achieve greater strategic influence.

Disaster mental health in higher education: A review.

Disaster mental health (DMH), also referred to as disaster behavioral health, and crisis intervention more broadly, is a significant, yet relatively nonstandardized response system in the United States. Higher education can play a critical role in shifting understanding of DMH, its place within emergency management, and skills building among students. With the increased need for qualified DMH practitioners growing, the academy is uniquely positioned to train students as they become our future responders. Movement toward standardized curriculum and certification programs within schools of social work and emergency management can alleviate lack of knowledge and training as well as better prepare emergency managers and behavioral health professionals to respond to the emotional and mental wellbeing of those impacted by disasters (natural or human-caused).

Mental Health at Universities: Universities are Not In Loco Parentis – Students are Active Partners in Mental Health

Mental health is currently in the national and international and African spotlight (Jacaranda, 2018; Mabasa, 2018). Recently, the South African higher education mourned losses at Wits University, Stellenbosch University, as well as other institutions of higher learning (Mabasa, 2018). The U.K. media featured an article in The Guardian, quoting the U.K. minister of higher education as saying that higher education institutions risk “failing an entire generation of students” (Adams, 2018). This article takes position on the emerging discourse around mental health in higher education. It discusses the extent of the problem and reveals the challenges in our understanding in terms of the absolute measures and highlights that particularly female students are at risk (Lochner et al., 2018). This article emphasises that constructions of students as active partners in higher education opens the opportunity to enlist students as active partners in creating conditions conducive to health and healthy choices that promote mental health.

7th International Conference on Human Values in Higher Education: Education for holistic human health.

The 7th International Conference on "Human Values in Higher Education: Education for Holistic Human Health" (ICHVHE-18) was held from April 26 to 28, 2018, at Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu, Bhutan. This conference also celebrated the 50th year of Indo-Bhutan friendship. ICHVHE-18, was the culmination of the collaborative efforts of eight universities, two from Bhutan and six from India. The ICHVHE is an annual conference aimed at developing a shared vision of holistic, humane education, particularly in institutions of higher learning. The initial plan is to implement human values and education for holistic health in higher education within India and other SAARC nations. Delegates from five SAARC nations, viz, Bhutan, India, Nepal, Bangladesh and Maldives, participated in this conference. Ultimately, the effort is to provide universal human value-based education to every child, globally.

Mental Health in Higher Education: A Comparative Stress Risk Assessment at an Open Distance Learning University in South Africa

Universities depend on committed efforts of all staff members to function effectively. However, where occupational demands outweigh occupational resources, challenging work becomes stressful, followed by an exhausted, disengaged workforce. It is unlikely that disengaged university staff will provide adequate care and service to geographically distant and psychologically isolated learners. As students rely heavily on the support of both administrative staff, as well as academic staff, to manage their learning experience, the work stress experienced by both groups deserves research attention. This study employed a comparative mixed method design, including administrative and academic staff from an Open Distance Learning university in South Africa using the Job Demands-Resources measurement instrument. Findings established from 294 university staff members elucidated staff members’ experience of work stress within a mega-distance learning university in the developing world. Mindfulness about the stressors that influence university personnel can inform strategic interventions required to alleviate distress for each employment category.

A call to action to improve the visibility of research by nursing, midwifery and care staff.

A call to action to improve the visibility of research by nursing, midwifery and care staff.