Healthy Settings: Barriers and Facilitators to a Healthy Campus Community

This paper provides a synopsis of findings from the first two phases of a larger campus-based participatory action research study, which examines the factors that contribute to health within a university setting. Theoretical underpinnings of this study were rooted in concepts of socio-ecological thi...

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Bibliographic Details
Published in:International journal of health, wellness & society wellness & society, 2021-03, Vol.11 (1), p.1-22
Main Authors: Hansen-Ketchum, Patricia, MacDonald, JoAnne, Austen, Erin L., Gilham, Christopher M., McKinnon, Margaret, Gougeon, Laura
Format: Article
Language:English
Subjects:
College campuses
College students
Colleges & universities
Community
Coping
Email
Health promotion
Healthy food
Healthy habits
Multidisciplinary teams
Participatory action research
Polls & surveys
Stress management
Teaching
Well being
Work-Leisure conflict
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Summary:This paper provides a synopsis of findings from the first two phases of a larger campus-based participatory action research study, which examines the factors that contribute to health within a university setting. Theoretical underpinnings of this study were rooted in concepts of socio-ecological thinking and healthy settings and in the Ottawa Charter and the Okanagan Charter on Health Promoting Universities. In Phase 1 (February 2016), a multidisciplinary team of student and faculty researchers used a campus survey to identify perceived facilitators and barriers to health within the university context. Participants (n = 181) included students, faculty, staff and administration. Findings from Phase 1 were used to create a second survey that itemised possible priority areas for action. In Phase 2 (April 2017), this health priorities survey was sent via the university-wide email listserv to the campus community for input. There was consensus among respondents on which areas should be prioritized for action. Areas identified include health enhancing food-environments (e.g., access to healthy food), health enhancing social environments (e.g., coping and stress management), and teaching and learning environments that support healthy living and well-being (e.g., work-life balance). The findings from Phases 1 and 2 of this study will guide student-engaged and community-driven interventions in subsequent phases of this research.
ISSN:2156-8960
2156-9053
DOI:10.18848/2156-8960/CGP/v11i01/1-22