<p> Male nurses are but a small percentage of the total nurse population in the United States, and most certainly have potential to increase in numbers if the profession appeared more attractive as a career option for men. The purpose of this research was to discover the decision factors used by males that led them to enroll in Associate Degree nursing programs in Illinois community colleges. To set the background and context, the study explored the history of community colleges and that of nursing. Included was nursing as a profession, nursing in the United States, the country&rsquo;s impending nursing shortage and the role of men in nursing. </p><p> Using a qualitative case study method of design, the study adapted a multi-theoretical framework encompassing gender theory (GT) and career developmental theory (CDT). These theories were further broken down by discussing, in particular, Holland&rsquo;s Theory (HT) of Personality and Vocational Choice and Krumboltz&rsquo;s Social Learning Theory (KSLT) under CDT. Nine first year male ADN students from three separate Illinois community colleges were individually interviewed. Findings discovered that the first year male students experienced a distinctive decision making process with eight emerging themes revealing the males&rsquo; decision making about their ADN enrollment process. </p><p> As a result of the study&rsquo;s findings, MURSE: Resurreccion&rsquo;s Male Nursing Student Decision Making Pyramid model was developed to elaborate the steps of how males make decisions about their ADN enrollment. An understanding of these factors can provide opportunities for community colleges, and perhaps universities, to improve recruitment and retention of males in nursing programs. A result would be increased numbers of males enrolling in Associate as well as Baccalaureate nursing programs. Such knowledge held by colleges may help to address a manpower solution to the impending worldwide nursing shortage. </p>

<p> The latest U.S. government surveys indicate that one in six Americans suffer from food insecurity, which means they have trouble affording adequate food. Previous research has shown that food insecurity affects adult cognitive ability, energy levels, ability to concentrate as well as child academic success. Food insecurity has been studied in college students at 4-year institutions; however, research on the community college population is sparse. This study aimed to better understand the extent and implications of food insecurity among community college students attending two community colleges in Maryland. </p><p> The research was carried out using a survey that collected data related to student food insecurity, demographics, along with self-reported Grade Point Average (GPA), energy, and concentration levels in 301 community college students. Approximately half of the students attended a suburban community college (n=151) and half of the students attended an urban community college (n=150). Data from each school were compared to examine issues affecting students attending each institution. </p><p> The study revealed that over half of the community college student respondents were food insecure and that food insecurity was slightly less prevalent among respondents at the suburban community than those from the urban community college. African American students and multiracial students were more likely to experience food insecurity than White students. Students who lived alone, with roommates or with spouses/partners were more likely to experience food insecurity than students who lived with parents or relatives. Single parents were also more likely to be food insecure than students who were not single parents. </p><p> Food insecurity was significantly associated with student GPA, energy, and concentration in the overall student sample. Food insecure students were more likely to fall into a lower GPA category than they were to fall into the highest GPA category. Food insecure students were also more likely to report lower energy and concentration levels and the degree of food insecurity appeared to affect the probability of low energy or difficulty concentrating. When considering each community college separately, food insecurity was significantly associated with GPA at the suburban community college but not at the urban community college. Also, food insecurity had a stronger association with energy and concentration at the urban community college than at the suburban community college.</p>

<p> The purpose of this study was to determine whether student outcomes are a function of participation in different modes of delivery in an Opticianry program at the community college level. First, the intent was to determine whether differences in instructional delivery methods and background characteristics impact student performance in an Opticianry program. The three instructional delivery methods were traditional face-to-face instruction, online delivery, and a hybrid format where students take theory courses online and attend face-to-face laboratories on campus. A second objective was to determine the role of background variables such as student age, which was the age when entering the Opticianry program classified in three categories: Young Adults (18-24), Middle Age (25-33), and Older Adults (34 &amp; >). </p><p> To meet the purpose of the study and its driving questions, a non-experimental explanatory research design relying on survey data collection strategies was used. Data collection was conducted during a six-week period using an online survey available through Survey Monkey. The survey was used to identify instructional delivery method, perception of job preparedness, and perception of program quality. A two-way ANOVA was used to analyze the relationship between independent variables (delivery method and age) and a dependent variable (GPA, national certification score, workplace preparation score, and quality of instruction score). Two hundred and eighty six graduates of the Hillsborough Community College Opticianry Program from 2006-2012 were contacted for participation. </p><p> One hundred and twelve graduates completed the survey representing a response rate of 39%. The results indicated no significant difference in the outcomes of Opticianry program graduates related to instructional delivery method or age. Based on the overall results in the study, the overall conclusion is that students in the Opticianry program should achieve similar outcomes whether they complete the program online, on campus, or in a hybrid format. </p><p> The results of the study provide support for the idea that it is possible to provide equivalent technician preparation using a variety of instructional delivery methods. The study adds to a limited body of knowledge about the impact of participation in online or hybrid courses compared to traditional courses in technical preparation. The outcomes provide support that distance education is a promising strategy for increasing access to adult learners seeking flexible opportunities for technical preparation. The results should also reduce the reluctance of institutions offering career and technical education programs, to offer complete programs via distance learning in fear that distance students will not achieve program outcomes equivalent to face-to-face students. The study has generated positive comparative evidence of student performance as a function of instructional method, and documented students' evaluative perspectives about their occupational readiness and program quality.</p>

Master of Public Health / Department of Kinesiology / Katie M. Heinrich / Introduction: Transportation-related physical activity can help adults can meet moderate physical activity guidelines. Only 52% of United States adults meet the physical activity guidelines on a regular basis. Active transportation (AT) is a healthier alternative to motorized transport and incorporates more physical activity into one’s day. Universities with supportive built environment features, such as pedestrian and bicycling infrastructure and amenities, can support AT choices. This study was conducted to (1) examine differences in the overall physical activity and AT behaviors of university students, faculty and staff in 2008 and 2016; and (2) explore influential factors for transportation choice and perceptions of the campus built environment in 2016. Physical activity and AT behaviors were hypothesized to be greater in 2016 than 2008 due to changes in supportive built environment features on campus. Methods: All students, faculty and staff members at Kansas State University’s Manhattan campus were eligible to participate in this repeated cross-sectional study by completing a survey in 2008 and 2016. Similar survey questions were asked both years to allow for comparisons. Questions asked about physical activity levels, transportation modes, factors influencing mode choice, and (in 2016) written feedback regarding built environment changes on campus and additional changes needed. After dichotomizing responses by role (students or faculty/staff), independent samples t-tests were used to assess differences in physical activity and transportation modes between survey years. The most influential reasons for transportation mode in 2016 were identified and compared by role. Multiple linear regression models were used to predict variance within each transportation mode. Themes were identified within the written feedback. Results: In spring 2016, 1006 participants (815 students, 80 faculty, and 111 staff members) completed the survey. This compared to 800 participants in spring 2008 (368 students, 256 faculty, and 176 staff members). There was a significant difference for greater moderate but not vigorous physical activity for both students and faculty/staff in 2016 than 2008. Days per week of driving, biking, and other transportation were significantly greater for students, while driving, walking, and biking were significantly greater for faculty/staff in 2016 than 2008. For students, linear regression predicted 21.4% of the variance for driving, 14.7% of walking, and 5.4% of biking for transport. Strongest predictors for students were: health benefits (β = -0.27) and time constraints (β = 0.21) for driving, traffic congestion (β = 0.19) and length of time frequenting campus (β = -0.17) for walking, and safety concerns for crime (β = -0.26) for biking. For faculty/staff, linear regression predicted 23.5% of the variance for driving, 70.3% of walking, 29.8% of biking, and 14.0% of other transport. Strongest predictors for faculty/staff were: time constraints (β = 0.34) and health benefits (β = -0.30) for driving, health benefits (β = 0.28) and time constraints (β = -0.55) for walking, environmental concerns (e.g., pollution; β = 0.35) and safety concerns for crime (β = -0.43) for biking, and weather (β = -0.37) for other transportation. From 436 written responses, main themes for AT influences were: construction (n = 174), parking (n = 128), walking (n = 99), and biking (n = 64). From 403 responses for suggestions for improvements on the commute to campus main themes were: bike lanes (n = 85), sidewalks (n = 29), limits of construction (n = 28), and KSU master plan (n = 26). Conclusions: Time constraints was a key factor for both students and faculty/staff that positively predicted driving and negatively predicted walking behaviors. Few campus built environment features emerged as key predictive factors. Understanding key influences for transportation-related physical activity and commuting behaviors in a university population are useful for health behavior promotion as well as campus planning. Future research should further study the relationship between mode of transportation and other health behaviors in students, faculty, and staff.

No description available.

Purpose: To conduct a secondary analysis of survey data collected at a large, urban university assessing for change in students' alcohol use perceptions and behaviors between 2002 and 2004. After the baseline data collection in 2002, the campus launched an intensive media intervention to normalize low-risk drinking. Simultaneously, the campus shifted from being a primarily commuter to primarily residential. Methods: This cross-sectional analysis used data collected from students in randomly selected undergraduate classes in February 2002 (n= 662) and 2004 (n=1334). The survey instrument used was the National College Health Assessment. Variables were categorized as demographic, alcohol perception, and alcohol related behavior. Because the media intervention targeted undergraduate students, decisions were made to limit analysis to traditional undergraduate students and to eliminate extreme self-reported drinking outliers by only including 18-24 year old undergraduates and those who reported drinking 25 or fewer drinks per sitting. Frequency tables were used to assess patterns. Independent samples t-tests and Pearson correlation coefficients were also calculated. Results: Consistent with the literature review, this study confirmed the existence of alcohol use misperceptions. The percent of the sample reporting accurate low-risk use perceptions increased. Despite correcting misperceptions, this study failed to document a decrease in high risk alcohol use and harm. Independent samples t-tests calculations revealed a statistically significant change in perception (t=6.49; pConclusions: This study adds to the body of literature that documents misperceptions are positively correlated with heavy drinking. The review of the literature also suggests that residential campuses have higher consumption rates than commuter campuses. In light of the 25% increase in residence hall space that occurred at this campus, one might have predicted that alcohol consumption should have increased. It is possible that no change was beneficial change. The planning and implementation phases of social norms campaigns on college and university campuses must take into account changes to the campus environment and changes in the student population demographics.

The problem of this study was the development of a comprehensive health education program in higher education for the preparation of public school health educators. The purposes were fivefold: (1) to conduct a survey of the historical nature and significance of the concept of health education in higher education within the United States; (2) to conduct a survey of the major health needs in the United. States; (3) to survey the degree of attention given to curriculum areas in current bachelor degree programs of health education in the United States; (4) to develop the criteria for a comprehensive program of health education in higher education; and (5) to develop a comprehensive program of health education in higher education. After all of the research had been completed, the data gathered were analyzed; and the development of the criteria for, and the comprehensive program of health education in higher education was developed. The proposed comprehensive health education program presented in this study developed the concept that the thrust of health education should be directed toward the development of a positive mental and emotional health concept within the individual. Within the program each course relates to the concept of positive mental and emotional health.

abstract: Collegiate recovery programs (CRPs) are university-sanctioned initiatives for students in recovery from alcohol and other drug addiction. Given the ever-rising rates of alcohol and opioid use and misuse, a great need exists to understand how to provide support for those who are considering recovery or who choose a recovery lifestyle in college. The purpose of this action research study was to examine peer-to-peer support for students in recovery. The development of two training innovations, Recovery 101 and Recovery Ally, were delivered to health and wellness peer educators called the Well Devil Ambassadors (WDAs) with the goal of equipping them to better support their peers in recovery. Learning objectives for the training were to gain knowledge about addiction and recovery and to enhance positive attitudes toward students in recovery, which could thereby increase self-efficacy and behavior intention to work with their peers in recovery. Mindfulness was included in the trainings to enhance the WDAs’ experience and provide tools for a self-care skillset. Quantitative data included pre, post, and follow-up surveys for the Recovery 101 training. Qualitative data included short-answer questions following Recovery 101 training and in-depth interviews following Recovery Ally training. Findings indicated that the information provided in Recovery 101 built the WDAs’ knowledge on the topics of addiction and recovery; hearing multiple perspectives from students in recovery allowed the WDAs to increase empathy toward students in recovery; and the building of knowledge, empathy, and mindfulness allowed the WDAs to gain self-efficacy and behavior intention when supporting their peers in recovery. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

A college community health improvement plan (CHIP) focusing on the indicators of nutrition and weight status, and physical activity and fitness is designed with the goal of reducing obesity risk, improving health, and preventing chronic disease. The precede proceed model, logic model, innovative care for chronic conditions model, self-care theory, and Bandura's social cognitive learning theory were used as a research design framework for assessing, planning, and managing sustainability through a two-year college health clinic. The research questions were: what are the current health promotion inputs and activities in terms of environment, ecology, education, and policy and what could be supplemented to improve outputs and health outcomes? An integrated review of the literature, observation of the site, regulatory investigation, and focus group sessions were the methods of data collection. The precede-proceed model provided the analytical strategies to assess initiatives and resources, and to determine supplementary initiatives and resources. Results showed that environmental, educational, administrative, and policy resources were available but limited and not well promoted. Conclusions were that health promotion, wellness staffing, and education exist, but are underutilized, under promoted, and funding is necessary. Recommendations include a wellness program, increased activity initiatives, case management, grant funding, and increased community partnerships. The contribution to nursing is to fill a gap-in-practice for health planning in 2-year colleges. The implications for positive social change are improved knowledge, sustained health behaviors, decreased amount of obesity, improved health outcomes and quality of life, decreased chronic diseases, and lower healthcare costs.

This paper seeks to understand how college health organizations use social media to communicate alcohol-related issues with its audiences, specifically universities that are recognized as “party schools” and “sober schools”. Existing literature, social networking trends, and a content analysis are applied to two communication models – the Theory of Planned Behavior and the Uses and Gratification Model – to identify how organizations can leverage social media to influence students’ behavior. The qualitative data collection will be used to provide social media communication recommendations for the University of Texas’ health service organization – Healthy Horns. These recommendations will be applied to the general healthcare field as well as the advertising industry. / text