Nursing Campus Therapy Dog: A Pilot Study

Animal-Assisted Interventions on a College Campus to Improve Wellness: Adventures With the Northern Michigan University Wildpups

BACKGROUND

The prevalence of anxiety and stress among university students has been well established. However, limited studies document the effects of animal-assisted interventions (AAI) on college campuses.

METHOD

An AAI program was created and implemented during the 2021-2022 academic year to study the effects on students' stress and anxiety. Five faculty dog and handler teams, called the "Wildpups," participated in events that allowed individuals to interact with registered therapy dogs. Nursing students assessed vital signs including heart rate, respiratory rate, and blood pressure before and after events. The State-Trait Anxiety Inventory survey was used to assess pre- and postperceived anxiety, and a visual analog scale was used to assess pre- and postperceived stress.

RESULTS

Participants' blood pressure, heart and respiratory rates, and perceived stress and anxiety decreased significantly after events.

CONCLUSION

Embedded AAI programs on college campuses positively affect the life and mental well-being of individuals. [J Nurs Educ. 2023;62(11):631-637.].

Therapy Dog Presence in an Undergraduate Nursing Program

ABSTRACT

Research supports the use of animal-assisted interactions and pet therapy in various settings. Undergraduate nursing students experience high levels of stress and anxiety which often continue as they become professional nurses. Entering the workforce equipped with positive coping strategies may help newly licensed nurses to combat stressors. This qualitative descriptive study examined the experiences of undergraduate nursing students with the presence of a therapy dog. Four major themes regarding the role of therapy dogs were identified: as a coping strategy, as a mood moderator, as a positive distraction, and for community building.

Evaluation of Dog Presence as a Therapeutic Classroom Intervention

BACKGROUND

The American Association of Colleges of Nursing has called on nurse educators to increase mental health support for nursing students. Animal visit programs reduce stress, anxiety, and negative mental health feelings; however, most are intermittent and occasional. This pilot study explored the feasibility, acceptability, and outcomes of integrating a therapy dog into the classroom.

METHOD

This pretest-posttest, two-group design study included 67 baccalaureate nursing students. Two sections of a course were taught: one section included a therapy dog and one section did not.

RESULTS

At the end of the course, participants in the intervention group showed improvement in stress, anxiety, and happiness, whereas participants in the control group did not demonstrate any improvement. Students reported positive feelings and benefits from the presence of the therapy dog.

CONCLUSION

Integrating a trained therapy dog into the classroom is both feasible and acceptable, with students identifying positively with the experience. [J Nurs Educ. 2023;62(6):355-358.].

Informing Implementation: Perspectives from the Australian University Community Regarding an Animal Assisted Intervention

Animal Assisted Interventions (AAIs) have become increasingly popular in the university setting; however, there is limited research exploring their potential on an Australian university campus and participants' views prior to implementation. Therefore, this study aimed to explore university staff members' and students' interest in participating in an AAI and their perspectives on intervention characteristics. This was a mixed methods study, using an online survey and semi-structured interviews. The survey had 344 responses, and 45 interviews were conducted. A large majority of participants (86%) were interested in participating in an AAI. In the survey, participants indicated their preferred intervention characteristics for the location of the intervention, frequency of participating, and ways of hearing about the intervention. Participants also expressed concerns regarding therapy animal welfare. In interviews, participants discussed various considerations which may impact the intervention (such as the accessibility of the location, the impact of workload on participating, the effectiveness of promotion strategies, and factors that may assist therapy animal welfare, such as the therapy animals' handlers). Gaining an insight into the university community's views prior to implementation may ensure the intervention is feasible to implement and can be beneficial to both humans and therapy animals.

Animal-Assisted Interventions Improve Mental, But Not Cognitive or Physiological Health Outcomes of Higher Education Students: a Systematic Review and Meta-analysis

Due to the high burden of mental health issues among students at higher education institutions world-wide, animal-assisted interventions (AAIs) are being used to relieve student stress. The objective of this study was to systematically review of the effects of AAIs on the mental, physiological, and cognitive outcomes of higher education students. Randomized controlled trials using any unfamiliar animal as the sole intervention tool were included in this review. Study quality was assessed using the Cochrane Risk-of-Bias tool. Where possible, effect sizes (Hedges' g) were pooled for individual outcomes using random-effects meta-analyses. Albatross plots were used to supplement the data synthesis. Of 2.494 identified studies, 35 were included. Almost all studies used dogs as the intervention animal. The quality of most included studies was rated as moderate. Studies showed an overall reduction of acute anxiety and stress. For other mental outcomes, studies showed smaller, but nonetheless beneficial effects. Studies showed no clear effect on physiological or cognitive outcomes. Strong methodological heterogeneity between studies limited the ability to draw clear conclusions.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11469-022-00945-4.

Animal-assisted interventions in universities: a scoping review of implementation and associated outcomes

With levels of stress and anxiety rising among the university community, universities worldwide are implementing animal-assisted interventions (AAIs) on campus. However, to date, little is known about how to implement these initiatives. Questions also remain as to the impact of evaluated AAIs on health and wellbeing. Therefore, this study sought to review the implementation and effectiveness of previous AAIs in university settings. Electronic databases ProQuest Central, Gale and 16 databases within EBSCOHost were searched with key words, such as AAI, and university or college students for relevant articles. Inclusion criteria included primary research studies that measured a health, wellbeing or behavioural outcome. A total of 47 articles met inclusion criteria, including 24 RCTs. There was limited reporting on the implementation of AAIs in the higher education setting. A total of 11 different mental health and behavioural outcomes have been summarized, with stress, anxiety and mood providing favourable results. An AAI on campus may provide a form of stress and anxiety relief for the university community. Other mental health and behavioural outcomes require further research to determine their effectiveness. These findings highlight that an AAI on campus could potentially provide a form of stress and anxiety relief, and could be a strategy for addressing rising levels of psychological stress and mental health issues among university students and staff in Australia and internationally.

Animal-Assisted Interventions for the Improvement of Mental Health Outcomes in Higher Education Students: A Systematic Review of Randomised Controlled Trials

BACKGROUND

The aim of this systematic review was to evaluate the effectiveness of Animal-Assisted Interventions (AAIs), particularly Animal-Assisted Therapy (AAT) and Animal-Assisted Activity (AAA), in improving mental health outcomes for students in higher education. The number of students in higher education reporting mental health problems and seeking support from universities' student support services has risen over recent years. Therefore, providing engaging interventions, such as AAIs, that are accessible to large groups of students are attractive.

METHODS

MEDLINE, PsycINFO, Embase and Cochrane Library were searched from relative inception to end of April 2020. Additionally, a grey literature search was undertaken. Independent screening, data extraction and risk of bias assessment were completed, with varying percentages, by two reviewers.

RESULTS

After de-duplication, 6248 articles were identified of which 11 studies were included in the narrative synthesis. The evidence from randomised controlled trials suggests that AAIs could provide short-term beneficial results for anxiety in students attending higher education but with limited evidence for stress, and inconclusive evidence for depression, well-being and mood. For the non-statistically significant results, the studies either did not include a power calculation or were under-powered.

CONCLUSIONS

Potential emerging evidence for the short-term benefits of AAI for anxiety, and possibly stress, for students in higher education was found.

Therapy Dog Effects on Nursing Student Stress: A Mixed Methods Study

BACKGROUND

Nursing students experience stress levels that may interfere with success in rigorous nursing programs. While evidence indicates therapy dogs can decrease stress, no intervention standards exist, and outcomes are usually measured with questionnaires.

PURPOSE

The purpose of this research was to enhance empirical evidence supporting a campus therapy dog by explaining the therapy dog's effect on nursing student stress.

METHODS

The research used an embedded mixed-methods design. Introductory-level students interacted with a therapy dog on designated days. They measured stress using a smartphone application and Cohen's Perceived Stress Scale. Focus group discussion and program graduate surveys provided qualitative data explaining quantitative results.

RESULTS

Results supported use of a campus therapy dog to decrease nursing student stress.

CONCLUSIONS

The therapy dog's regular presence on campus may have improved student outcomes by decreasing stress and improving focus.

A Commentary about Lessons Learned: Transitioning a Therapy Dog Program Online during the COVID-19 Pandemic

Simple Summary

The purpose of this commentary is to highlight the lessons our team learned through transitioning a university campus’ therapy dog program from being delivered in-person to a novel online format during the COVID-19 pandemic. By connecting therapy dog teams virtually with program participants, we aimed for participants to continue to experience feelings of love, comfort and support as occurred in in-person programming, and gain knowledge about the best evidence surrounding mental health care during a pandemic. Through a combined process-outcome evaluation and subsequent needs assessment of the online program, and reflecting on our collective experiences, we learned several lessons regarding program personnel needs, therapy dog handler training and support requirements, and online programming prerequisites. These learning experiences continue to inform our current delivery of the program online and are applicable to other programs considering the same.

Abstract

In 2015, the University of Saskatchewan PAWS Your Stress Therapy Dog program partnered with St. John Ambulance for therapy dog teams to visit our campus and offer attendees love, comfort and support. We recognized at the start of the COVID-19 pandemic that students, staff and faculty may require mental health support, particularly with the challenges of isolation and loneliness. In response, our team transitioned from an in-person to a novel online format at the start of the COVID-19 pandemic. We designed online content for participants to (1) connect with therapy dogs and experience feelings of love, comfort and support as occurred in in-person programming, and (2) learn about pandemic-specific, evidence-informed mental health knowledge. Our unique approach highlighted what dogs can teach humans about health through their own care and daily activities. From April to June 2020, we developed a website, created 28 Facebook livestreams and 60 pre-recorded videos which featured therapy dogs and handlers, and cross-promoted on various social media platforms. Over three months, first a combined process-outcome evaluation helped us determine whether our activities contributed to the program’s goals. A subsequent needs assessment allowed us to elicit participant preferences for the program moving forward. This commentary reflects on these findings and our teams’ collective experiences to share our key lessons learned related to program personnel needs, therapy dog handler training and support requirements, and online programming prerequisites. This combined understanding is informing our current activities with the virtual program and should be of interest to other therapy dog programs transitioning online.

Managing loneliness and chronic illness in older adults

An increased lifespan does not necessarily equate to a high quality of life. This article discusses strategies to help older adult patients cope with loneliness, social isolation, and chronic illness to improve their health and quality of life.

The feasibility of a Pet Support Program in an Australian university setting

ISSUE ADDRESSED

Internationally, universities have recognised the benefits of Pet Support Programs (PSPs). However, existing literature has predominately focused on quantitatively measuring health outcomes associated with a PSP amongst student populations. This research aimed to explore the feasibility of a PSP within an Australian university, as there is a need to explore practical considerations involved in implementation.

METHODS

This research used a qualitative descriptive approach. Participants were recruited via purposive snowball sampling. The sample included 17 participants across eight administrative divisions within an Australian university. Semi-structured individual interviews were used to collect data. Data were analysed using thematic analysis.

RESULTS

Three main themes emerged from the data: Organisational Change, Program Management and Perceived Outcomes. Findings suggest several considerations from both an organisational and program level that need to be addressed prior to implementation, including the university's policies, the location and animal welfare. The main perceived outcomes were stress relief and social support. Ways to minimise risks to those who may have an aversion towards animals were also discussed.

CONCLUSIONS

Participants believed implementing a PSP would be feasible in the university setting, provided all aforementioned considerations were adequately addressed. Considerations identified have the potential to act as a barrier or a facilitator depending on how they are managed. SO WHAT?: Where feasible and later implemented, a PSP could provide Australian university students and staff with an alternative means of improving mental health, providing stress relief and contributing towards the Health Promoting University framework.

Animal assisted therapy: systematic review of literature

PURPOSE

to verify the applications of AAT in health by performing a systematic review of the literature.

RESEARCH STRATEGY

a survey was carried out in four databases with the descriptors: animal assisted therapy, horse assisted therapy, speech therapy.

SELECTION CRITERIA

article published between 2010 and 2018, in Portuguese or English, free electronic access and that mentioned the characteristics of the intervention program.

DATA ANALYSIS

criteria: casuistry, area of knowledge, program characteristic, type of research, year and language of publication, nationality, periodical and impact factor.

RESULTS

43 articles published in 30 journals, 16 with impact factor, were reviewed. Clinical studies prevailed (93.02%), 37.20% were from Medicine, the population studied had different diagnoses and ages, 55.81% with adults / elderly. AAT was used preferentially for physical rehabilitation (67.44%) and the main mediator was the dog, mentioned in 72.09% of the articles. Eight (n = 8) programs with a focus on communication intervention were described.

CONCLUSION

There is scientific evidence on the use of AAT published in the period studied, in Brazil and in the world. The programs were used by different health and education professionals. The AAT goals were specific to the profile of the participants, and consistent with the characteristics of the mediator animal and the site.