Influence of distance learning on students' physical activity and nutrition: A cross-sectional study to examine the health behaviors of distance learning students at an Austrian university of applied sciences

Background: The abrupt change to distance learning due to the coronavirus disease 2019 (COVID-19) pandemic imposed great challenges on tertiary education. While aspects such as mental health and stress exposure have been investigated, little research has been conducted regarding the impact of distance learning on students' health behaviors. This article investigates the influence of the teaching mode (in situ vs. distance) on students' physical activity and nutrition. Methods: A retrospective questionnaire study was conducted comparing two student cohorts who had attended the same course in two subsequent years. One group had participated in situ before the pandemic, while the other one participated via distance learning during the pandemic. A total of 79 questionnaires were submitted by students belonging to the latter and 51 by students of the former group. Data were compared regarding differences in students' health behavior. Results: Findings indicate that online classes facilitated the pursuit of physical activities and healthy eating. Students with in situ teaching felt restricted in their exercise activities. Findings for healthy nutrition are similar. Conclusion: Students in distance learning found themselves in a more flexible learning environment and in a position to allocate their time resources more autonomously. Student health promotion in face-to-face teaching settings should be improved and the opportunities presented by distance learning utilized. © 2023, The Author(s), under exclusive licence to Der/die Autor(en), exklusiv lizenziert an Springer-Verlag GmbH Deutschland, ein Teil von Springer Nature.

Student mental health under conditions of online university classes in the wake of the COVID-19 pandemic-quantitative and qualitative findings

Background. Students are also considered particularly vulnerable to mental stress and illness during the coronavirus disease 2019 (COVID-19) pandemic.Objectives. In the present study, a quantitative inventory of the mental health of students at the University of Applied Sciences ("Hochschule fur Gesundheit Bochum") was conducted. In addition, their subjective experience of online classes in the winter semester 2020/2021 was surveyed in the course of a qualitative study.Methods. Within the framework of an online survey, well-being (WHO-5) and possible presence of depressive disorders (PHQ-9) of 435 students at the "Hochschule fur Gesundheit Bochum" (Germany) were surveyed in March 2021 using validated instruments. Furthermore, students of the university were interviewed about their experiences with online courses.Results and conclusion. Compared to the general population, the well-being of the respondents was below average and an above average percentage of respondents (26.9%) had a reasonable suspicion of depression. The results from the qualitative research showed a predominantly negative assessment of the students' experience with regard to online courses. In particular, a lack of social contacts and difficulties in the digital implementation of courses gave rise to this impression. Above all, the data pointed out the considerable importance of universities and studying with regard to the mental health of students. Thus, there is a need for action, especially in terms of understanding oneself as an important actor with regard to triggering students' mental stress, on the one hand, and as a place for health-promoting interventions, on the other. Consideration of both perspectives offers various starting points for health promotion and health management in universities.

The Changing Landscape of Substitute School Nursing A School Nurse Administrator Roundtable.

School nurse administrators increasingly express concerns over the availability of substitute school nurses with return to in-person learning after the height of the COVID-19 pandemic. While healthcare staffing concerns and shortages are not unique to the school setting, the increasing health acuity of the student population, delegation principles, and staffing models complicate the issue. Traditional methods of covering absences may no longer suffice. In this article, five school nurse administrators share strategies, comparing pre-pandemic to current day facilitation of providing coverage for the absences of their healthcare staff.

Risk factors for infection with influenza A(H3N2) virus on a US university campus, October-November 2021.

BACKGROUND: Knowledge of the specific dynamics of influenza introduction and spread in university settings is limited. METHODS: Persons with acute respiratory illness symptoms received influenza testing by molecular assay during October 6-November 23, 2022. Viral sequencing and phylogenetic analysis were conducted on nasal swab samples from case-patients. Case-control analysis of a voluntary survey of persons tested was used to identify factors associated with influenza; logistic regression was conducted to calculate odds ratios and 95% CIs. A subset of case-patients tested during the first month of the outbreak was interviewed to identify sources of introduction and early spread. RESULTS: Among 3268 persons tested, 788 (24.1%) tested positive for influenza; 744 (22.8%) were included in the survey analysis. All 380 sequenced specimens were influenza A (H3N2) virus clade 3C.2a1b.2a.2, suggesting rapid transmission. Influenza (OR [95% CI]) was associated with indoor congregate dining (1.43 [1.002-2.03]), attending large gatherings indoors (1.83 [1.26-2.66]) or outdoors (2.33 [1.64-3.31]), and varied by residence type (apartment with ≥1 roommate: 2.93 [1.21-7.11], residence hall room alone: 4.18 [1.31-13.31], or with roommate: 6.09 [2.46-15.06], or fraternity/sorority house: 15.13 [4.30-53.21], all compared with single-dwelling apartment). Odds of influenza were lower among persons who left campus for ≥1 day during the week before their influenza test (0.49 [0.32-0.75]). Almost all early cases reported attending large events. CONCLUSIONS: Congregate living and activity settings on university campuses can lead to rapid spread of influenza following introduction. Isolating following a positive influenza test or administering antiviral medications to exposed persons may help mitigate outbreaks.

Health and study load among students: a cross-sectional health study at the University of Kassel

Introduction: Relatively little is known about students' health and illness. Their effects on academic success have hardly been researched. The aim of the study is to examine associations between health status and study load completed among students. Methods: Of 23,699 students enrolled at the University of Kassel, 3330 participated in the voluntary survey (computer-assisted web interviews) in March 2022. The response rate was 14.1% under conditions of the coronavirus disease 2019 (COVID-19) pandemic. Results: In all, 80.5% of students rated their general health status as very good or good. There were significant differences between men and women in terms of general health status (84.4% vs. 78.6%) and the global activity limitation indicator (GALI). Women were more often than men severely limited in usual activities due to health problems (3.2% vs. 2.6%) or limited but not severely (9.6% vs. 5.7%) for at least the past 6 months. Reported prevalence rates of mental illness were striking. They were higher in women than in men (25.3% vs. 15.4%). Furthermore, 15.1% of students reported that their study load completed was "much less” than required by the study regulations of current degree programs. A multivariate logistic regression analysis revealed that students who were limited in activities of daily life because of a health problem had a significantly increased odds ratio of 1.56 (95%-confidence interval [CI] 1.07–2.27) for a much lower study load, and those students who were severely limited had a significantly increased odds ratio of 2.81 (95%-CI 1.64–4.80). Conclusion: The study identified strong associations between health and study load. It points out the need not only for more health promotion but also for health management for students with disabilities and limitations due to health problems. © 2023, The Author(s).

[Deliberative dialogue with Ibero-American universities on interventions in student mental health during the COVID-19 pandemicDiálogo deliberativo com universidades ibero-americanas sobre intervenções em saúde mental dos estudantes na pandemia de COVID-19]. / Diálogo deliberativo con universidades iberoamericanas sobre intervenciones en salud mental estudiantil durante la pandemia de COVID-19.

Objective: To contextualize a synthesis of evidence on interventions in student mental health during the COVID-19 pandemic through a deliberative dialogue with Ibero-American universities. Methods: An evidence synthesis and synchronous dialogues were previously conducted, consisting of subgroup discussions about the design and implementation of mental health interventions. An analysis of dialogic data was conducted, then organized by topic. Results: Fifty-seven representatives of 17 public and private Ibero-American universities participated in the meeting. In terms of the design of interventions, mental health is perceived as neglected, although its profile was raised by the pandemic. Interventions are guided by detection of needs; scientific evidence is rarely used to design them. Importance was given to forming an interdisciplinary team with continuous training in order to design a specific program that also covers families and teaching/administrative staff. In terms of implementation, problems include saturation of services due to high demand and lack of basic resources among students. Regarding the provision of resources, the influence of the broader context, including the institutional context, is undeniable. The dialogues were perceived as an opportunity to build a new set of interventions. Conclusions: These dialogues enriched the description of interventions already described in the literature on student mental health during the COVID-19 pandemic. However, implementing such interventions in the region means addressing previous neglect and a high level of unmet basic needs.

Objetivo: Contextualizar uma síntese de evidências sobre intervenções em saúde mental de estudantes universitários na pandemia de COVID-19, por meio do diálogo deliberativo com universidades ibero-americanas. Métodos: A partir de uma síntese de evidências previamente elaborada, o diálogo síncrono foi conduzido por meio de discussões em subgrupos sobre o planejamento e a implementação de intervenções em saúde mental. Os dados obtidos foram analisados e resumidos por área temática. Resultados: Cinquenta e sete integrantes de 17 universidades ibero-americanas públicas e privadas participaram do encontro. Os participantes indicaram que a saúde mental é negligenciada no planejamento das intervenções, mas ganhou visibilidade na pandemia. As intervenções são direcionadas às necessidades identificadas e raramente planejadas com base em evidências científicas. Disseram considerar importante formar uma equipe interdisciplinar com capacitação contínua para planejar um programa específico que englobe também familiares e o corpo docente e administrativo. Implementar intervenções é complicado porque os serviços estão sobrecarregados devido à grande demanda e à falta de recursos básicos para os estudantes. O contexto macro e institucional claramente influencia a disponibilização de recursos. O diálogo foi visto como uma oportunidade para consolidar um novo conjunto de intervenções. Conclusões: O presente diálogo contribuiu para enriquecer a literatura de intervenções de saúde mental para estudantes universitários na pandemia de COVID-19. Implementar intervenções no nosso contexto requer sanar as falhas por negligência passada e as enormes necessidades básicas não atendidas.

Introduction to the special issue: How COVID-19 has affected students' health, achievement, and mental health.

The worldwide pandemic caused by COVID-19 was an event that has left an indelible mark upon the people who lived through this period. This special issue of Psychology in the Schools is devoted to exploring the wide range of issues that children, families, and schools dealt with during the pandemic. The following topics are discussed: (1) an overview of how children were affected in both physical and psychological terms, (2) the range of problems that professionals working with youth during the pandemic had to address, (3) the special issues that impacted college-age students during the pandemic, and finally (4) the various factors that influenced the level of impact that COVID-19 had on children and their families.

Psychological Distress of High School Graduates During Social Distancing in Croatia

Introduction: The COVID-19 pandemic has influenced the whole world, thus also affecting the high school graduates in Croatia. Aim(s): The purpose of the study was to examine the psychological distress high school graduates experienced during the COVID-19 social distancing measures, more precisely to investigate gender and school type differences and to examine the relationship between psychological distress and self-regulated learning. Method(s): In this cross-sectional study, an online questionnaire was administered to 13,037 high school graduates across Croatia. Result(s): The results show that girls exhibit higher levels of psychological distress compared to the boys, while the art school graduates show the highest distress, followed by gymnasium (i.e., secondary grammar school, prep school) graduates, and lastly vocational school graduates. Furthermore, a moderate negative correlation was found between self-efficacy and psychological distress, and significant, but small correlations were found between regulation of effort, management of work, time and environment, self-handicapping as well as elaboration and psychological distress. These results show that higher levels of self-regulation are connected to lower levels of psychological distress. Conclusion(s): These findings demonstrate that a need exists for greater accessibility of mental health care for adolescents.Copyright © 2022 The Authors. Published by Semmelweis University, Institute of Mental Health, Budapest.

'It's like Taking a Sleeping Pill': Student Experience of Autonomous Sensory Meridian Response (ASMR) to Promote Health and Mental Wellbeing.

Autonomous Sensory Meridian Response (ASMR) is purposely elicited by some individuals to promote health and mental wellbeing. The aim of the current study was to explore how ASMR is used and its perceived benefits in a student population. We employed semi-structured qualitative interviews, with eight female students who self-reported as ASMR-sensitive users. Inductive thematic analysis, underpinned by a phenomenological framework, was applied to the data. Two themes, each with three subthemes, were identified; these highlighted the journey from first discovering ASMR to present experience and the use of ASMR to promote health and mental wellbeing both directly and indirectly. For some, ASMR was used daily, whilst for others it was used in a relapsing-remitting fashion: usage increased when struggling with mental wellbeing and was most often used as a tool to induce sleep or distraction when feeling anxious. Participants also reported ASMR-eliciting content as intriguing, and that the phenomenon was regarded as taboo. ASMR appears to play an important role in promoting health and mental wellbeing; frequency of use, preferred triggers, and purpose of use varied, highlighting its flexible and subjective nature. It provides a potential cost-effective tool in populations such as students where mental health needs are burgeoning.

Decreasing reproductive and abortion care barriers: findings on the student health center's role from a student survey.

BACKGROUND: College-aged young adults in the US have low utilization and high need for reproductive healthcare. Multiple barriers to reproductive care exist. University Student Health Centers (SHCs) provide varying degrees of reproductive products and services. Recently, California legislated that public university SHCs add medication abortion to their care. METHODS: To examine existing attitudes and barriers to reproductive healthcare for public university students, we conducted an anonymous online survey at a large, diverse, urban coastal California State University. Students were asked about numerous barriers accessing reproductive services in general and at the SHC, which we categorized into three groups: stigma, access and system. Respondents were also asked about knowledge and preferences for accessing and recommending various services. To understand the extent to which inequities exist, we compared differences across racialized/ethnic identity, gender identity, anticipated degree, and living distance from campus using chi-squared tests. RESULTS: The majority of survey (n = 273) respondents experienced stigma and access barriers in general healthcare settings which made obtaining reproductive healthcare for themselves or their partners difficult (stigma barriers 55%; 95% CI 49%-61%; access barriers 68%; 95% CI 62-73%). Notably, students reported statistically significant lower rates of access barriers at the SHC, 50%, than in general reproductive healthcare settings, 68%. There were limited differences by student demographics. Students also reported a high willingness to use or recommend the SHC for pregnancy tests (73%; 95% CI 67-78%), emergency contraception pills (72%; 95% CI 66-78%) and medication abortion (60%; 95% CI 54-66%). Students were less likely to know where to access medication abortion compared to other services, suggesting unmet need. CONCLUSIONS: Our study provides evidence that students face barriers accessing reproductive healthcare and that SHCs are a trusted and accessible source of this care. SHCs have a key role in increasing health, academic and gender equity in the post-Roe era. Attention and financial support must be paid to SHCs to ensure success as state legislatures mandate them to expand reproductive and abortion care access.

Preferably professional rather than spiritual. Communicating offers of mindfulness promotion in the university setting

Background: Mindfulness training has become an increasingly important part of health management at universities. The need for this type of training has been reinforced by the massive limitations of presence education and social contacts due to coronavirus disease 2019 (COVID-19) prevention. However, students are still quite reluctant to take part in such training, although their positive effects have been repeatedly proven. Objectives: Thus, the goal of our research was to examine perceptions and barriers among university students, and to deduce strategies for target-group oriented communication for mindfulness training. Methods: We conducted qualitative interviews with male and female students with low and high experience in mindfulness training. Results: It was shown that students prefer an ideologically neutral and evidence-based framing of the trainings. Emphasis of the spiritual background seems to limit the access for inexperienced users (although they are a relevant part for experienced users). In addition, it is important for the interviewed students that the advertisement for the mindfulness training depicts the relevance for academic and professional challenges without selling them as tools for performance enhancement. Conclusions: Although the roots of mindfulness training is spiritual, inexperienced users are skeptical about these aspects. This corresponds with more general discussions about the introduction of mindfulness training at universities. Furthermore, evidence for the selection of gatekeepers (authentic intermediaries) and the selection of message strategies (diverse exemplars) can be deduced. © 2021, The Author(s).

Investigation to exercise status of university students in the late phase of the covid-19 epidemy / Investigação sobre a situação do exercício físico dos estudantes universitários na fase final da epidemia do covid-19 / Investigación sobre el estado del ejercicio físico de los estudiantes universitarios en la última etapa de la epidemia de covid-19

ABSTRACT Introduction The outbreak of COVID-19 has changed the traditional way of teaching physical education. Objective Investigate the current status of physical exercise in college students after the COVID-19 outbreak. Methods Students from 32 colleges were interviewed, totaling 1074 valid questionnaires. Results Under the influence of the COVID-19 epidemic, many students chose their exercise methods according to their needs and environmental conditions, spontaneously completing extracurricular physical training goals healthily in a safe environment. Exercising to improve physical fitness, strengthen immunity, and minimize disruption of the COVID-19 epidemic is a common concern among students. Conclusion Most students' activities have changed significantly, and university physical education teachers should provide tailored guidance in exercise to ensure health and safety, in addition to promoting post-workout teaching based on current needs ensuring health and safety while promoting the benefits of physical education teaching in extra-class workouts. Level of evidence II; Therapeutic studies - investigation of treatment results.

RESUMO Introdução O surto de COVID-19 mudou a forma tradicional de ensinar educação física. Objetivo Investigar a situação atual do exercício físico em universitários após a epidemia do COVID-19. Métodos Estudantes de 32 faculdades foram entrevistados, totalizando 1074 questionários válidos. Resultados Sob a influência da epidemia de COVID-19, muitos alunos escolheram seus próprios métodos de exercícios de acordo com suas necessidades e condições ambientais, completando espontaneamente os objetivos do treino físico extra-curricular, de forma saudável em um ambiente seguro. Exercitar-se para melhorar a aptidão física, fortalecer a imunidade e minimizar a interrupção da epidemia de COVID-19 é uma preocupação comum entre os estudantes. Conclusão A maioria das atividades dos alunos mudaram significativamente e os professores universitários de educação física devem fornecer uma orientação adaptada em exercícios para garantir saúde e segurança, além da promoção do ensino no pós-treino com base nas necessidades atuais garantindo saúde e segurança, além de promover os benefícios do ensino da educação física nos treinos extra-classe. Nível de evidência II; Estudos terapêuticos - investigação dos resultados do tratamento.

RESUMEN Introducción La irrupción del COVID-19 cambió la forma tradicional de enseñar educación física. Objetivo Investigar la situación actual del ejercicio físico en los estudiantes universitarios tras la epidemia de COVID-19. Métodos Se entrevistó a estudiantes de 32 universidades, con un total de 1074 cuestionarios válidos. Resultados Bajo la influencia de la epidemia COVID-19, muchos estudiantes eligieron sus propios métodos de ejercicio según sus necesidades y las condiciones del entorno, completando espontáneamente los objetivos del entrenamiento físico extracurricular de forma saludable en un entorno seguro. Hacer ejercicio para mejorar la forma física, fortalecer la inmunidad y minimizar la interrupción de la epidemia de COVID-19 es una preocupación común entre los estudiantes. Conclusión La mayoría de las actividades de los estudiantes han cambiado significativamente y los profesores de educación física de la universidad deben proporcionar una orientación adaptada al ejercicio para garantizar la salud y la seguridad, además de promover la enseñanza posterior al ejercicio en función de las necesidades actuales que garanticen la salud y la seguridad, y promover los beneficios de la enseñanza de la educación física en los ejercicios fuera de clase. Nivel de evidencia II; Estudios terapéuticos - investigación de los resultados del tratamiento.

High rates of observed face mask use at Colorado universities align with students' opinions about masking and support the safety and viability of in-person higher education during the COVID-19 pandemic.

BACKGROUND: Over the course of the COVID-19 pandemic, colleges and universities have focused on creating policies, such as mask mandates, to minimize COVID-19 transmission both on their campuses and in the surrounding community. Adherence to and opinions about these policies remain largely unknown. METHODS: The Centers for Disease Control and Prevention (CDC) developed a cross-sectional study, the Mask Adherence and Surveillance at Colleges and Universities Project (MASCUP!), to objectively and inconspicuously measure rates of mask use at institutes of higher education via direct observation. From February 15 through April 11, 2021 the University of Colorado Boulder (CU, n = 2,808 observations) and Colorado State University Fort Collins (CSU, n = 3,225 observations) participated in MASCUP! along with 52 other institutes of higher education (n = 100,353 observations) spanning 21 states and the District of Columbia. Mask use was mandatory at both Colorado universities and student surveys were administered to assess student beliefs and attitudes. RESULTS: We found that 91.7%, 93.4%, and 90.8% of persons observed at indoor locations on campus wore a mask correctly at University of Colorado, Colorado State University, and across the 52 other schools, respectively. Student responses to questions about masking were in line with these observed rates of mask use where 92.9% of respondents at CU and 89.8% at CSU believe that wearing masks can protect the health of others. Both Colorado universities saw their largest surges in COVID-19 cases in the fall of 2020, with markedly lower case counts during the mask observation window in the spring of 2021. CONCLUSION: High levels of mask use at Colorado's two largest campuses aligned with rates observed at other institutes across the country. These high rates of use, coupled with positive student attitudes about mask use, demonstrate that masks were widely accepted and may have contributed to reduced COVID-19 case counts. This study supports an emerging body of literature substantiating masks as an effective, low-cost measure to reduce disease transmission and establishes masking (with proper education and promotion) as a viable tactic to reduce respiratory disease transmission on college campuses.

Re-envisioning the role of student health centers in offering LGBTQIA + friendly and sex-positive services.

Objective:Offering comprehensive lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual (LGBTQIA+) friendly and sex-positive student health centers are central to institutions of higher education being able to retain and support students. Positive sexual experiences for LGBTQIA + students can have an impact on academic success but many LGBTQIA + students are discriminated against and are often victims of microaggressions. Participants: Twenty undergraduate students enrolled in a LGBTQIA+ health course. Methods: Students in an LGBTQIA + Health undergraduate course at a private Northeastern university assessed what mattered most to them when it came to creating a sex-positive healthcare environment that promotes LGBTQIA + inclusiveness and removes perceived barriers. Results:The themes included expanding mental health care, greater involvement of culturally-competent provider, establishing a stigma-free clinical environment, re-imagining the clinic waiting room, and facilitating sexual health advocacy. Conclusion: Re-envisioning the role of student health centers is critical for ensuring every student has a fair and just opportunity to achieve their full health potential.