Evaluation of a Self-Care Intervention to Improve Student Mental Health Administered through a Distance-Learning Course

Autor/inn/en	White, Marney A.; Whittaker, Steve D.; Gores, Ashton M.; Allswede, Dana
Titel	Evaluation of a Self-Care Intervention to Improve Student Mental Health Administered through a Distance-Learning Course
Quelle	In: American Journal of Health Education, 50 (2019) 4, S.213-224 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Marney A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-5037
DOI	10.1080/19325037.2019.1616012
Schlagwörter	Intervention; Daily Living Skills; Graduate Students; Risk; Mental Health; Mental Disorders; Program Evaluation; Health Promotion; Health Behavior; Eating Habits; Food; Physical Activities; Student Attitudes; Behavior Change; Nutrition; Social Support Groups; Anxiety; Depression (Psychology); Self Efficacy; Stress Variables; Course Content; Scores; Recordkeeping; Connecticut + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Risiko; Psychohygiene; Mental illness; Geisteskrankheit; Programme evaluation; Programmevaluation; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Lebensmittel; Schülerverhalten; Ernährung; Social support; Soziale Unterstützung; Angst; Self-efficacy; Selbstwirksamkeit; Kursprogramm; Leistungsnachweis
Abstract	Background: Graduate training is a high-risk period for worsening mental health. Previous research reported the effectiveness of a classroom-based self-care intervention for graduate students. Purpose: The study evaluated the effectiveness of an online self-care intervention for graduate-level students to prevent worsening mental health. Methods: Participants were 187 students in public health. The intervention consisted of behavior change assignments designed to increase health-promoting behaviors within four domains (nutrition, physical activity, mental health, social support). Students received bonus points for maintaining health behaviors for the duration of the 12-week semester. Outcomes included measures of nutrition, physical activity, depression, anxiety, and perceived stress. The study employed a control group of students not enrolled in the course (n = 29). Results: Health promotion behaviors increased over the course of the semester (ps<0.001), with the largest effect sizes for increases in fruit and vegetable intake and physical activity. Improvements in self-reported health were reported. Control students reported no improvements. Discussion: The study provides support for the utility of a brief self-care intervention for students in the health sciences. Translation to Health Education Practice: This disseminable intervention can support student well-being in a variety of academic programs. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01