Frequent exposure to green space has been linked to positive health and well-being in varying populations. Yet, there is still limited research exploring the restorative benefits associated with differing types of green space use among students living in the university setting. To address this gap, we explored green space use amongst a population of undergraduate students (n = 207) attending a university with abundant opportunities to access the restorative properties of nature. The purpose of this study was to examine the type and frequency of green space interactions that are most strongly associated with indicators of health and well-being, and investigate student characteristics associated with frequent use of green space. Results revealed that students who frequently engage with green spaces in active ways report higher quality of life, better overall mood, and lower perceived stress. Passive green space interactions were not strongly associated with indicators of health and well-being. Having had daily interactions with green space in childhood was associated with frequent green space use as a university student, and identified barriers to green space use included “not enough time,” and “not aware of opportunities” These results could assist in the tailoring of “green exercise” interventions conducted in the university setting.

Background: University wellness education can have a long-term impact on the health-related knowledge and behaviors of individuals. Moreover, individual perceptions influence the likelihood of participation in health-promoting behaviors. Therefore, understanding college students’ health-related priorities and perceptions may increase the effectiveness of wellness education in university settings. Purpose: The purpose of this study was to assess the health-related priorities, perceptions, and values of college students in the context of wellness-oriented education. Methods: Surveys were administered to undergraduate students enrolled in wellness courses at a liberal arts university. Measures included Multidimensional Health Locus of Control, Perceived Health Competence, Health Values, health priorities, and health behaviors. Results: Students identified stress and mental health as their primary health concerns, over other chronic and infectious diseases. Health was second to happiness among student-identified life values, but increased in relative importance during the semester (P =.03). Students ranking health high in importance were more likely to accomplish personal wellness goals than those who ranked health lower (P =.01). Discussion: Considering the association between values and behaviors, value- and priority-informed wellness education may have an increased impact on health-related behavioral outcomes. Translation to Health Education Practice: College wellness education may benefit from incorporating student-identified health priorities and values into curricula.

Background: College wellness interventions have potential to reduce the growing burden of cardiovascular disease (CVD) by guiding students to establish behaviors for lifetime CVD risk reduction. Yet, some students may not see CVD prevention as a relevant issue during young adulthood. Purpose: We examined perceived risk of CVD amongst 148 college students and compared perceived risk to demographic characteristics and traditional risk markers. Methods: Survey data on perceived CVD risk and student characteristics were linked to biochemical lab values from a cholesterol screening program. Results: Only 39.2% of students had been previously screened for dyslipidemia. Mean perceived CVD risk was highest amongst students with age ≥21 years, BMI ≥30, a family history of CVD, and a fair or poor rating of overall health. Perceived risk was not higher amongst students with total cholesterol values outside of the normal range. Discussion: While some students were aware they may possess an elevated CVD risk, we identified others who were unaware of a potential risk. Translation to Health Education Practice: These variations in perceived risk indicate that individualized intervention approaches may be necessary to engage college students in behaviors for lifelong CVD prevention.

Assess student perceptions of health and disease during remote learning in the COVID-19 pandemic.Convenience sample of undergraduate students at a liberal arts university (n = 67).Survey administer...