Belmont University Research Symposium (BURS)
Publication Date
Spring 3-29-2024
College
Health Sciences & Nursing, Gordon E. Inman College of
Department
Nursing, School of
BURS Faculty Advisor
Elizabeth Morse
Presentation Type
Poster Presentation
Abstract
Background: Minority students at predominantly white institutions face unique stressors due to their minority status, affecting their health. Community engagement, diversity, equity, and inclusion initiatives can mitigate minority stress and promote health equity and success in higher education.
Method: This project utilized a Community-Based Participatory Research (CBPR) framework to enhance minority student involvement in sexual and mental health services. Partnerships were formed between minority student organizations, faculty, and community partners to organize wellness events. These events aimed to raise awareness of mental and sexual health risks, strengthen support structures, promote help-seeking behavior, and improve access to inclusive health resources. Student engagement was evaluated through event attendance, and post-session surveys assessed student learning.
Results: The sexual wellness event, attendance increased to (n=72) students, faculty attendance rose to (n=5) members, and (n=6) community health organizations presented. Mental health event attendance rose to (n=54). Faculty attendance increased to (n=4), and (n=5) community mental health organizations were present. Analysis of survey data revealed positive outcomes, including increased awareness of sexual health resources and intention to access services, along with perceptions of inclusivity in educational content.
Conclusions: Despite survey response limitations, particularly among diverse student engagement in both events suggests interest and a sense of safety in attendance, although completion of post-session surveys was low. Nevertheless, the project underscores the potential of CBPR in enhancing campus infrastructure to support minority students' health and advance health equity.
Keywords: CBPR research, diverse students, LGBTQ+ identity, health equity, inclusive wellness education
Recommended Citation
References American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. Barr, M. L., & McNamara, J. (2022). Community-Based Participatory Research: Partnering with College Students to Develop a Tailored, Wellness-Focused Intervention for University Campuses. International Journal of Environmental Research and Public Health, 19(23), 16331. https://doi.org/10.3390/ijerph192316331 Kroshus, E., Hawrilenko, M., & Browning, A. (2021). Stress, self-compassion, and well-being during the transition to college. Social Science & Medicine, 269, 113514. https://doi.org/10.1016/j.socscimed.2020.113514 Madsen, S. E., Jeong, E. G., & Alleman, N. F. (2023). Exploring racial solidarity within and across ethnic college student organizations. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000534
Comments
The theme " Advancing Health Equity on Campus " can align closely with efforts to promote diversity, equity, and inclusion for minority students.
Efforts to rebuild trust in public health and science can be significantly strengthened by concurrently striving for diversity, equity, and inclusion for those that have been traditionally marginalized in the academic setting. This integration ensures that trust is built on a foundation of representation, fairness, and responsiveness to the needs of all communities.
Thank you for your time reviewing my abstract and your consideration.
Respectfully,
Natasha Wilson