Assessing Campus Alcohol Policies: Measuring Accessibility, Clarity, and Effectiveness.

BACKGROUND: Excessive alcohol consumption poses significant hazards to health and safety on college campuses. While substantial research exists regarding effective policies for preventing alcohol-related problems in the communities surrounding campuses, on-campus alcohol policies have received far less attention. METHODS: Official campus alcohol policies (CAPs) were retrieved from the websites of the 15 member schools of the Maryland Collaborative to Reduce College Drinking and Related Problems, a voluntary statewide collaborative. CAPs were assessed for accessibility, clarity, and effectiveness. In addition to assessing whether campuses were in compliance with federal regulations for comprehensiveness of policies, a measure of likely policy effectiveness was developed through the use of 2 Delphi panels drawing on alcohol policy researchers and on-campus and community practitioners, respectively. The panels rated 35 potential policies and 13 possible sanctions; lists of policies and sanctions were compiled primarily from what was already in existence at 1 or more member schools. RESULTS: For most campuses, the CAPs could be located within 30 seconds, but tended to be spread across multiple web pages. Language used to communicate the policies tended to be complex and above the reading level of someone with a high school education. At least half of the schools had less than half of the possible policies rated most or somewhat effective by the Delphi panels. Schools were more likely to employ the most effective sanctions, but somewhat and ineffective sanctions were also not uncommon. CONCLUSIONS: CAPs are an important element in reducing negative consequences of alcohol consumption on college campuses. A higher level of research scrutiny is warranted to understand the extent to which CAPs are associated with excessive drinking, but this research describes an evidence- and expert-informed assessment approach that colleges can use to regularly analyze and update their CAPS.

Advocacy Services for College Victims of Sexual Assault: Navigating Complicated Confidentiality Concerns.

Recent policy reforms related to campus sexual assault may pose confidentiality concerns for victims. The current study aimed to understand current issues in providing confidential advocacy services for college victims of sexual assault, as well as the differential roles that campus-based and community-based advocacy play for college victims. For this qualitative study, semi-structured interviews were conducted with 22 national experts on campus sexual assault from a variety of disciplinary backgrounds. The results indicate that campus-based advocates face challenges in maintaining confidentiality of victims' information, whereas community-based advocates are more likely to have legal confidentiality protections. Consequently, participants noted that an ideal advocacy model for college victims might be one in which campus- and community-based services are closely coordinated to ensure access to services that are both confidential and meet the unique needs of college students. Implications for advocacy services are discussed, as well as future directions for research and evaluation on the effects of evolving policy aimed at improving institutional responses to sexual assault.

Collaboration, confidentiality, and care.

There is an increasing call to attend to the needs of students in distress (Reynolds, 2013). Furthermore, research has begun to highlight links between distress, risky, or dangerous behaviors as well as issues in mental health in the higher education population (Deasy, Coughlan, Pironom, Jourdan, & Mannix-McNamara, 2014). The National Alliance on Mental Health and the Jed Foundation (National Alliance on Mental Illness & the Jed Foundation, 2016) estimate that about 20% of enrolled college students will face some type of mental illness. As such, the work of mental health professionals, which has been increasing with time, will continue to play a pivotal role on today's campus (Kitzrow, 2009). Yet mental health in higher education is too pervasive and significant of a topic for counseling and psychological centers to handle by themselves (Joint Task Force in Student Learning, 1998; Mitchell et al., 2012). Therefore, a collaborative approach is warranted as higher education professionals strive to meet the increasing mental health demands of the student population. Case studies amalgamated from housing and residence life professionals are used to gain a greater understanding of how interdepartmental work is carried out without compromising or breaching ethical or legal regulations as set by the Family Educational Rights and Privacy Act, the Health Insurance Portability and Accountability Act, and/or organizational standards like that of the International Association of Counseling Services Inc. (International Association for Counseling Services Inc., 2014) Specifically, the cases demonstrate ways inter- and intradepartmental staffers can work as a team, safeguard private and confidential information, and concurrently create an environment in which care is nurtured. (PsycINFO Database Record

Patient Protection and Affordable Care Act; HHS Notice of Benefit and Payment Parameters for 2017. Final rule.

This final rule sets forth payment parameters and provisions related to the risk adjustment, reinsurance, and risk corridors programs; cost-sharing parameters and cost-sharing reductions; and user fees for Federally-facilitated Exchanges. It also provides additional amendments regarding the annual open enrollment period for the individual market for the 2017 and 2018 benefit years; essential health benefits; cost sharing; qualified health plans; Exchange consumer assistance programs; network adequacy; patient safety; the Small Business Health Options Program; stand-alone dental plans; third-party payments to qualified health plans; the definitions of large employer and small employer; fair health insurance premiums; student health insurance coverage; the rate review program; the medical loss ratio program; eligibility and enrollment; exemptions and appeals; and other related topics.

Entornos educativos saludables de los estudiantes universitarios de enfermería / Healthy educational settings and their correlation with academic performance of nursing Students

Introducción: La presente investigación tuvo como objetivo determinar los entornos de estudio y aprendizaje que poseen los estudiantes de enfermería de la Universidad Nacional de Córdoba. Material y método: Estudio observacional-analítico, período 2011. Universo, estudiantes que cursan la licenciatura. Muestra estratificada, aleatoria. Técnica encuesta auto administrada. Fuente primaria. Resultados: La población estuvo compuesta por 290 alumnos, el 46% poseen entre 18 y 25 años, el 44% entre 26 y 40; 83% mujeres; 68% solteros; el 76% convive con la familia, y el 69% posee familiares a cargo; el 56% trabaja y el 44% recibe ayuda de los padres o beca. Al analizar el entorno en la dimensión organización y gestión, en la facilitación de materiales, se destaca su disponibilidad en más del 70%. En la planta física el 50% respondieron que no es adecuada. Los alumnos reciben apoyo en sus distintas variantes pedagógicas un 75%. En la planificación de cátedras el 78% que no existe. El 52% respondió que la conducción en el período estudiado no demuestra habilidad para la gestión. Con respecto al aspecto vincular académico los estudiantes no se sienten escuchados en la institución en un 65%, respondiendo que la comunicación entre pares es poco o medianamente colaborativa en un 59%. El 78% de los estudiantes afirman que no existe comunicación entre los dos ciclos. Por último a la dimensión de la participación estudiantil en relación al centro de estudiantes el 92% respondieron que no participan activamente y el 59% afirman que no promueve un entorno saludable. Conclusión: La organización y gestión, y la comunicación son identificadas negativamente. Consideramos que resta diseñar elementos que visibilicen esta problemática como central en la política de gestión académica, para construir estrategias conjuntas de resolución (AU)

Introduction: This research aimed to determine the study and learning environments that have nursing students of the National University of Córdoba. Methods: Observational - analytical study, period 2011 Universe all students pursuing the degree. Sample stratified random. Technical self-administered survey. Primary source. Results: The population consisted of 290 students studying different subjects of the degree. 46% of students have between 18 and 25 years, 44 % between 26 and 40; 83% female; 68 % were single; 76% live with family, and 69% have dependents; 56% work and 44% receive help from parents or scholarship. When analyzing the environment in the organization and management dimension, in facilitating learning materials in-house services discipline highlights its availability in more than 70%. In the variable physical plant over 50% responded that it is not appropriate. Students are supported in their different pedagogical variations in values higher than 75 % As formulation processes complaints, 75% responded that their claims are not heard: by managers in planning Chairs respondents 78% do not exists a negative impact on all the subdomains. 52% of respondents said that driving during the study period shows no ability to manage. Regarding the aspect linking academic students do not feel heard in the institution by 65 %, responding to peer communication is low and intermediate collaboratively by 59 %. 78% of students say there is no communication between the two last ciclos. Por dimension to student participation in relation to the center 92% of students said they are not actively engaged and 59% say they do not promote a healthy environment. Conclusion: The organization and management, and communication are negatively identified. We consider remaining design elements that illustrate this problem as central to the politics of academic management, to build joint resolution strategies (AU)

Practical method of control of TBC in a population of students belonging to the Sapienza University of Rome, Italy.

AIM: To describe the surveillance and control protocol for tuberculosis in healthcare students in use at the CMO of University "Sapienza" and founded on a dedicated database. METHODS: Analysis of health certificates through a dedicated data storage software based on Microsoft Access 2007. RESULTS: Students resulting positive to Mantoux test who did not undergo second-level examination (chest X-ray, TB Gold, prophylaxis) are invited to refer themselves within ten days to the infectious disease specialist. CONCLUSION: the methodological analysis, refined over the years by the CMO staff of the Sapienza University of Rome, allowed to match clinical certification data, to rapidly focus upon TBC spread control among healthcare settings, to register new students time zero before their admission to courses and potential professional exposure, to perform epidemiological studies aimed to increase TBC control through healthcare system released clinical certification confirmation.

Student health insurance coverage. Final rule.

This final rule establishes requirements for student health insurance coverage under the Public Health Service (PHS) Act and the Patient Protection and Affordable Care Act (Affordable Care Act). The final rule defines "student health insurance coverage" as a type of individual health insurance coverage, and specifies that certain PHS Act requirements are inapplicable to this type of individual health insurance coverage. This final rule also amends the medical loss ratio and annual limits requirements for student health insurance coverage under the PHS Act.

HIPAA and FERPA: competing or collaborating?

The Family Educational Rights and Privacy Act (FERPA) was established in 1974 to protect the privacy of student educational records. The Health Insurance Portability and Accountability Act (HIPAA) had its first part implemented in 2002 with the goal of protecting the privacy of patient health information. But what happens when the student is a patient? Does one follow FERPA or HIPAA or both? This article examines that question and guides schools through the HIPAA/FERPA intersection. Schools need to consider their individual situations, as there is not a "one size fits all." In addition, one word in the HIPAA or FERPA law can make a difference. What also has to be taken into account is individual state law where the school or patient is located. It is hoped that in the future the language of the laws will be ameliorated such that the focus can be on the students and patients and not deciphering what law to follow.

College and university compliance with a required meningococcal vaccination law.

OBJECTIVE: Maryland became the first state to pass a vaccination law requiring college and university students living on campus to obtain a meningococcal vaccination or to sign a waiver refusing vaccination because college students are at increased risk for disease. The authors sought to identify how Maryland colleges addressed the law and determine whether schools were in full compliance. PARTICIPANTS: The authors surveyed 32 college/university administrators via a self-administered questionnaire. METHODS: The authors calculated vaccination and waiver rates and assessed compliance with the law overall and with specific law components. RESULTS: Among 28 participating schools, annual vaccination rates and waiver rates among students during 2000-2004 ranged from 66%-76% and 12%-17%, respectively. Two (7%) schools were compliant with all components of the law. CONCLUSIONS: Mandatory vaccination laws do not ensure compliance at the college and university level. Mandatory reporting, increased education, and collaboration between colleges and universities and public health agencies are needed.

Law & psychiatry: "depressed? Get out!": dealing with suicidal students on college campuses.

This column examines college and university policies under which students who manifest suicidal ideation are barred from campus, usually by immediate suspension or mandatory withdrawal. Such policies, which appear to be increasing on U.S. campuses, generally reflect administrators' fears of legal liability if students commit suicide on campus. The author reviews two recent cases-Schieszler v. Ferrum College and Shin v. Massachusetts Institute of Technology-that have created a climate of fear among administrators and suggests ways to change blanket policies so that students at low risk of suicide will not be barred from campus and will seek and obtain appropriate treatment.

Drug distribution in the training room.

Individuals providing medications for athletes have a responsibility to provide high-quality pharmaceutical care while meeting both legal and ethical requirements. Pharmacotherapy monitoring and patient counseling about prescription drugs are recent additions to legal requirements in most states. Quality control of drug selection, labeling, and packaging as well as optimum storage, security, and accountability are essential in promoting positive patient outcomes.

Changes in services for students with learning disabilities in U.S. and Canadian medical schools, 1991 to 1997.

PURPOSE: To determine the changes between 1991 and 1997 in the admission policies of and services offered by U.S. and Canadian medical schools to students with learning disabilities. METHOD: Between June 1 and August 31, 1997, the author surveyed 144 medical schools in the United States and Canada regarding their services and programs for learning-disabled medical students. The questionnaire was the same one as used in a 1991 study. RESULTS: Of the medical schools contacted, 106 responded (one Canadian school sent a letter but did not complete the questionnaire). Ninety-four of 96 U.S. schools and seven of the remaining nine Canadian schools said that they accept students with learning disabilities. All of the respondents that accept such students claimed to make some academic accommodations. Most indicated that they would administer non-standard (e.g., untimed) licensing examinations, and many reported that their affiliated postgraduate medical training programs would also make appropriate accommodations for students with learning disabilities. CONCLUSION: When compared with the results from the 1991 survey, the new data suggest that medical schools have improved their services for learning-disabled students in response to the Americans with Disabilities Act.

Student health services at four rural colleges: implications for healthcare reform.

This study investigated services available at health centers at four rural colleges. It also investigated the healthcare accessible to students at those institutions if college health services were unavailable. The authors used a survey and interview procedure to establish the existence of healthcare resources in two adjacent communities and to identify barriers to student use. Findings from the study indicate that, for many students attending rural colleges, the student health center may be the only source of primary healthcare available. The data support the need to include student health centers at rural colleges in the national healthcare reform agenda because closing any one of these schools' health centers could result in a healthcare disaster for some students.