Author(s): Yearwood E, Riley JB
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Abstract AIM: This paper is a report of a study of baccalaureate nursing students' experiences with curriculum infusion of college health issues into academic courses and students' well-being. BACKGROUND: Bringing Theory to Practice is an ongoing project at a number of colleges in the United States of America. Its goal is to use the academic classroom and campus community to engage students actively in self-reflection on a variety of common college student health and well-being issues. METHOD: This qualitative study was based on 159 students' experiences with curriculum infusion in two undergraduate nursing courses at a university in the United States of America over a 2-year period from 2006 to 2008. Student reflection papers, photo-essays, narrative course evaluations, classroom engagement with educators and peers and student use of campus health resources were the data examined. FINDINGS: As a result of the integration of personal wellness concepts into classroom pedagogy, students experienced a variety of feelings and needs including isolation, shock and anger, taking time, awareness and valuing. CONCLUSION: In light of the increasing rigour of baccalaureate nursing programmes, it is important for educators to be aware of the health-related effects of stress and isolation on students. By increasing student self-awareness and changing relational dynamics in the classroom, student well-being can be supported.
This article was published in J Adv Nurs
and referenced in Journal of Psychology & Psychotherapy