Student health. Medical care within institutions of higher education

The field of student health care lacks a positive identity in medicine and is often not well understood by the higher education community. This article explores the history, organization, staffing, utilization, financing, and governance of student health centers (SHCs). Student health centers are available to approximately 10 million of the 12.5 million US university students. As many as 27,000 individuals, including probably more than 3000 physicians, work in SHCs. Sources and amount of funds expended for this care vary widely from campus to campus, as does the intensity of services offered. A survey of this nation's largest institutions suggests that an average of $102 per student per year is spent on SHCs. The total amount spent on student health care in this country may exceed $1 billion each year. Student health care faces opportunities and obstacles in the future as our ability to promote health and prevent disease improves, as institutions of higher education allocate their limited educational resources, and as society determines where to invest its limited medical resources.

University wellness program: the effectiveness of students as nutrition counselors

The Whole Body Health Program at San Jose State University was designed for employees who were interested in improving their general nutritional intake and fitness. This university wellness program furnishes students in nutrition and other health-related fields with valuable training and experience while also providing university employees with a work-site wellness program. As part of the wellness program and under faculty supervision, nutrition students conduct the Dietary Assessment Program by interviewing, assessing, and counseling clients. To determine whether the program was effective in improving participants' dietary habits, 16 previous participants were contacted by telephone. Fourteen agreed to be reinterviewed, and new dietary data were collected. Both the original (pre-program) and current (post-program) 24-hour recalls were evaluated according to the Recommended Dietary Allowances (RDAs), polyunsaturated to saturated (P:S) fat ratio, and percent of energy from fat and from carbohydrate. Reported mean consumption of cholesterol decreased from pre- to post-program for all subjects (pre = 383 mg, post = 242 mg; p less than or equal to .05). Those originally consuming more than 300 mg achieved a greater decrease in reported cholesterol consumption (pre = 487 mg, post = 234 mg; p less than or equal to .01).(ABSTRACT TRUNCATED AT 250 WORDS)

The development of a nursing centre on a college campus: implications for the curriculum

The development of nurse-managed centres for health is receiving increased attention in the United States of America. Nursing centres serve a variety of clients and exhibit multiple management designs. This article describes the development of The Nursing and Health Information Centre (NHIC) at Herbert H. Lehman College of the City University of New York, USA. The NHIC is unique in that it is managed by the Department of Nursing and serves as a site for implementing the clinical objectives of the nursing programme.

Conceptualization for planning and evaluation

Conceptualization is a central task in planning and evaluation. There is a need to develop conceptualization methods which can help multiple constituency groups collaborate on the development of conceptual frameworks which can guide the planning and evaluation effort. A general model for conceptualization methods is presented along with considerations for implementation. This model is illustrated in two planning and evaluation studies which involved a broad range of constituent groups within the organizations in the development of "concept maps" which could guide subsequent work. Some general implications of conceptualization methods for planning and evaluation are discussed.

Alcohol and drug collegiate treatment programs: a proposal

The study describes key elements of an administrative and clinical structure for campus alcohol/drug treatment programs. The description is the product of a national study of collegiate alcohol/drug treatment programs in the United States, and the administrative and clinical experience of the authors. It is suggested that the administrative structure be an integral part of the campus organization. The need for sophisticated clinical assessment and treatment techniques is emphasized.

Should physician training centers offer formal psychiatric assistance to house officers? A report on the major findings of a prototype program

The literature suggests that the emotional needs of interns, residents, and fellows have received inadequate attention. Comprehensive psychiatric services are provided by a model program at UCLA. During the 1981-1983 academic years, 89 house officers were seen. Between 16% and 19% of certain groups sought help each year; depression was the most frequent diagnosis (63%, N = 56), followed by anxiety disorders (24%, N = 21). Over two-thirds of the evaluated residents entered free or low-fee treatment, and these therapies were generally considered quite beneficial. This report reemphasizes the desirability of providing carefully structured, confidential psychiatric assistance to house staff and documents medical trainees' acceptance and use of such programs.

Nutrition clinic: an integral component of an undergraduate curriculum

Piloted in 1972 in collaboration with the University Health Services, Pennsylvania State University's Nutrition Clinic and Consultation Center was designed to provide supervised beginning counseling experiences for undergraduate nutrition students, a nutrition counseling service for university students and area residents, and an applied research program. The clinic program has evolved over time and has received enthusiastic response from students, clients, health professionals, faculty, and university administration. The clinic has now become an integral part of the University Health Services program, an essential element in the undergraduate curriculum, a contributing factor in graduate education, and a nutrition counseling resource for area residents and physicians. The staff has identified several research and communication needs and fostered an interdisciplinary counseling skills research program. In addition, the clinic investment has stimulated more applied nutrition experiences for students and raised nutrition consciousness levels throughout the university and the community. Elements of this model can be adapted to available budgetary and academic resources.