Innovation in Health Programming: College Students Benefit from an Array of Complementary Approaches to Health Improvement Framed by the Biopsychosocial-Spiritual Model

ABSTRACT

Background

The American Psychological Association reports that Generation Z are suffering mentally and physically more than any other group.

Purpose

Measure the effects of a 16-week, online college-level “Complementary Therapies in Health Course” through the lens of the biopsychosocial-spiritual model on measures of health and aspects of well-being in college students.

Methods

A mixed method, controlled, repeated measures study delivered in an online synchronous college-level health course. The course curriculum included the science and practice of compassion, happiness, mindfulness, meditation, yoga, service, gratitude, longevity, movement, and more.

Results

42 students 18–23 participated. A significant between subjects cross-over effect demonstrating improvements in the intervention group and deterioration in the control group was found using the Self Compassion Scale (p < .005), Self-Compassion subscale of Judgment (p < .001), Spiritual Well-being Scale (p < .047), and the Pemberton Happiness Index (p < .007). The Self Compassion Scale also revealed a within subjects significant effect (p < .001). Qualitative data revealed improvements in compassion, feelings of happiness, sleep, exercise and health habits, gratitude, mindfulness, spiritual feelings, and more.

Discussion

Health education predicated on the biopsychosocial-spiritual model is efficacious.

Translation to Health Education Practices

A whole person, complementary health approach to education programming has widespread, positive effects on college students.

A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) http://portal.shapeamerica.org/trn-Webinars

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author contributions

Dr. Bryan was the lead researcher and worked on project conception and development, data collection, analysis, manuscript development, proofreading, editing, figures, and submission.

Dr. Hamilton worked on project development, data collection and analysis, control group management, manuscript development, proofreading, editing, figures, and submission.

Dr. Garrels worked on project development, data collection, tables, and figures, and was a primary contributor in quantitative data analysis.

Miss Ruhlen worked on project development, data collection and analysis, tables, and submission.

Dr. Zipp worked on qualitative data analysis, manuscript development, proof reading, editing, figures and tables.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.