Standard 6. Evidence-Informed Practice
6.2. Conduct population-based assessments of health status, needs, and assets.
Villanova thrives on being faithful to its Mission, focusing on excellence and adhering to its motto of Veritas, Unitas, Caritas. Through a year-long study commissioned by The Rev. Peter Donohue, OSA, President of Villanova University, the State of Alcohol at Villanova process centered its assessment of high-risk drinking through the central theme of Caritas, caring for one another.
Through the lens of more than forty members of the Villanova community, this cross-campus approach examined high risk drinking at Villanova around four thematic areas: student health, training and education, policy and enforcement, and the Villanova culture. The culminating report of The State of Alcohol at Villanova provided a population-level assessment of the issue and proposed strategies to reduce high-risk alcohol use and to promote healthy behaviors among Villanova students.
Through a variety of assessment measures, namely the National College Health Assessment (ACHA-NCHA); AlcoholEdu® for College Surveys 1, 2 and 3; BASICS aggregate data; examination of the type and severity of disciplinary trends involving alcohol; the homegrown Villanova Culture Survey of students, parents, coaches, faculty, and staff; it was determined that Villanova should increasingly move toward a community-based model for alcohol abuse prevention, shifting the focus from changing the individual to changing the environment in which decisions about alcohol are made. Augmented by a series of focus groups, benchmark interviews with “like” institutions, and consultation with the latest evidence around alcohol abuse prevention on college and university campuses, The State of Alcohol at Villanova process was guided by the best available evidence at the national and campus levels.
Critically important in this endeavor and confirmed by this process is the premise that, to achieve a healthy campus, it requires the collective work of the community as a whole.
– Stacy Andes, EdD, Director of Health Promotion, Villanova University
6.3 Conduct environmental assessments of campus and community health needs and resources.
At the University of California, Davis, in an effort to encourage students taking 20 – 30 minutes naps as a supplement to adequate nighttime sleep, an environmental assessment (i.e., environmental scan) was used to create the UC Davis Nap Map. Student staff solicited suggestions for nap spots and determined criteria for evaluating napping locations (e.g., privacy, safety, cleanliness, noise, comfort, etc.) and compiled a list of campus locations where students take naps. Two or more students were sent out to independently assess each location and gather and record data using a standardized tool developed for this purpose. Students were also encouraged to assess any additional locations to be added to the map. Scores for each location were tabulated from the results. The top locations were identified, rank ordered and placed on a Google Map of the campus with an introductory overview of the benefits of napping and qualitative descriptions and photos for each location. To see the final product click here.
– Polly C. Paulson, Health Promotion Supervisor, University of California, Davis
6.4 Develop measurable goals and objectives for health promotion initiatives.
The purposes of health promotion initiatives are to change knowledge, attitudes, behaviors, beliefs, skills, and/or conditions in the environment. Without articulating the desired outcomes we cannot measure whether the initiative is effective. These outcomes also inform the design of initiative components. At Lehigh University we implemented an initiative that provides undergraduate students with quality social, cultural, intellectual and community development activities that do not focus on alcohol and are open to the entire campus community on Thursday, Friday and Saturday nights between 10 p.m. and 2 a.m. First, we determined our long-term health and quality of life outcomes with regard to high-risk drinking, guided by Healthy Campus 2020 targets. Second, we identified key performance objectives – that is, what we want participants to do in order to increase the likelihood that we will achieve our long-term health and quality of life outcomes (i.e., by May 2013, 50% of students who attended one these activities will indicate that they did so instead of attending a drinking activity). Finally, we identified a pool of potential learning objectives that would inform our initiative’s program components (i.e., by May 2013, 20% fewer first-year students will agree with the following attitude about alcohol: “I drink because there is nothing else to do.”). We used a logic model to show the linkage between initiative activities; learning and performance objectives; and long-term health and quality of life outcomes. This “snapshot” of the initiative has been extremely helpful in communicating our goals to key stakeholders as well as designing our assessment and evaluation plans.
– Gina Baral Abrams, Special Assistant to the Vice Provost for Student Affairs, Lehigh University
6.7 Disseminate program evaluation results to campus and community stakeholders.
We recently evaluated our Peer Health Advising programs and determined the need for major changes. In particular, one of the recommendations to come out of the evaluation was to infuse the peer health advisers into locally affiliated groups. To ensure that campus stakeholders understood the need for this change and would partner with us in the implementation, we met with them individually and in small groups to review the evaluation report. Without sharing the results of the evaluation with key campus stakeholders, the program would not have been successfully transitioned.
– Kathy Wagner, Health Educator, Princeton University
Standards in Action!
- Standard 1: Alignment with the Missions of Higher Education
- Standard 2: Socioecological-Based Practice
- Standard 3: Collaborative Practice
- Standard 4: Cultural Competency
- Standard 5: Theory-Based Practice
- Standard 6: Evidence-informed Practice
- Standard 7: Continuing Professional Development and Service