Healthy-Universities-People-and-Places.pdf

Healthy-Universities-People-and-Places.pdf - page 1/23 - HEALTHY UNIVERSITIES,

HEALTHY UNIVERSITIES,

Healthy-Universities-People-and-Places.pdf - page 2/23 - EXECUTIVE SUMMARY

EXECUTIVE SUMMARY

Healthy-Universities-People-and-Places.pdf - page 3/23 - INTRODUCTION

INTRODUCTION

Healthy-Universities-People-and-Places.pdf - page 4/23 - OVERVIEW OF EXISTING EVIDENCE

OVERVIEW OF EXISTING EVIDENCE

Healthy-Universities-People-and-Places.pdf - page 5/23 - It is also essential to consider the soc…

It is also essential to consider the social determinants of health to understand why health outcomes differ significantly by region, race, class and more (Marmot et al., 2020). The social determinants of health, and a universitys impact on these (contributing to, for example, the economy, the presence of discrimination and structures of oppression, access to social connection and artistic/cultural assets), is therefore relevant to any interrogation of the evidence. But, as these social determinants are covered by other civic university themes such as economic, social and cultural impact, they are not prioritised in this review.

Healthy-Universities-People-and-Places.pdf - page 6/23 - To connect with and contribute to the he…

To connect with and contribute to the health, wellbeing, and sustainability of the wider community. (Healthy Universities, n.d.)

Healthy-Universities-People-and-Places.pdf - page 7/23 - Further conceptualisation of the role of…

Further conceptualisation of the role of universities in health and wellbeing has been undertaken by the Okanagan Charter, an international charter for universities and colleges looking to promote health. Drafted by representatives from 45 countries, the charter calls on universities to "embed health into all aspects of campus culture, across the administration, operations and academic mandates (International Conference on Health Promoting Universities and Colleges, 2015). It also calls for collaborative action locally and globally. Taking a settings and whole systems approach, its general framing is similar to the Healthy Universities Network. Although the charter provides a valuable framework and language for health promotion, there is limited evidence of its impact on health and wellbeing outcomes. This has been evaluated in Canada only, finding an evolution from a studentcentric focus to a systems approach (Squires and London, 2022). However, the results of the evaluation focus on the progress of 10 universities in implementing the recommendations of the charter, and not on the impact of the approaches.

Healthy-Universities-People-and-Places.pdf - page 8/23 - social care sectors increasing between 2…

social care sectors increasing between 2020 and 2022 to nearly 134,000 unfilled positions, representing 9.7% of the NHS workforce (Waitzman, 2022). These staff shortages affect the quality of services provided, and have negative effects on patients (Waitzman, 2022). This raises questions about the university-to-NHS talent pipeline, and the potential role that universities might play in promoting health professions. To this aim, Health Education England (HEE) is working with universities to support more than 5,000 new undergraduate places in nursing, midwifery, allied health professions, dental therapy, and hygienist courses (Waitzman, 2022). However, it may not be enough to simply open more spaces on health courses, and may require joint efforts between the HEE, NHS and universities to promote health professions as a desirable career path.

Healthy-Universities-People-and-Places.pdf - page 9/23 - Network and NHS Confederation, 2021).

Network and NHS Confederation, 2021).

Healthy-Universities-People-and-Places.pdf - page 10/23 - 2b. Health Networks

2b. Health Networks

Healthy-Universities-People-and-Places.pdf - page 11/23 - Although existing health networks may bo…

Although existing health networks may boost collaborative health and wellbeing strategies, there is limited evidence of their effectiveness, especially in terms of translation to improved health and wellbeing outcomes. A report on the first two years of the HALN shows limited participation from universities. Furthermore, much of the content and tools developed by HALN are only accessible through NHS login credentials, a clear barrier to access for universities. Reporting on HALNs impact has focused on growing participation, though the network acknowledges that impact measurement of anchor institutions activities is still very much lacking (HALN, 2023). HALN describes impact evaluation as one of the areas that anchor organisations struggle with the most, limiting the potential to capture the real-world impact of participation in the network (2023). Further research is needed to understand if and to what extent networks such as these facilitate collaboration for joined up health strategies, and whether such strategies lead to improved outcomes for beneficiaries.

Healthy-Universities-People-and-Places.pdf - page 12/23 - students. This involves delivering and m…

students. This involves delivering and monitoring interventions, so that the most effective, yet least resource intensive intervention is delivered first, and interventions are targeted to individuals based on their need. In the university context, this includes promoting positive wellbeing to all students, targeted prevention interventions for at-risk students, self-help interventions for students with milder difficulties, and improved pathways to counselling and therapy for students with more severe difficulties (Watkins, 2021).

Healthy-Universities-People-and-Places.pdf - page 13/23 - SPOTLIGHT ON PURPOSE

SPOTLIGHT ON PURPOSE

Healthy-Universities-People-and-Places.pdf - page 14/23 - 3b. Community mental health

3b. Community mental health

Healthy-Universities-People-and-Places.pdf - page 15/23 - A growing body of research evidences the…

A growing body of research evidences the importance of access to green spaces as a tool for mental health and wellbeing (Barton and Rogerson, 2017). Green spaces have been found to facilitate interaction and attachment, foster well-being, and increase opportunities for green exercise (Barton and Rogerson, 2017). In their study with students at Liverpool Hope University, Speake et al. found that most students use and appreciate university green spaces, considering it an essential component of the campus environment, and part of the universitys image (2013). However, further research is needed to understand the current and potential benefits of green spaces within universities on individuals from surrounding communities. Questions remain about the perceived and actual accessibility of green spaces, and whether the spaces are fit for purpose. Speake et al. highlighted the importance of a variety of green spaces to allow for multiple uses which satisfy the needs of different students (2013).

Healthy-Universities-People-and-Places.pdf - page 16/23 - resources needed for individuals to acce…

resources needed for individuals to access, understand, and use this knowledge to make decisions about their health (NHS England, 2020).

Healthy-Universities-People-and-Places.pdf - page 17/23 - CONCLUSION

CONCLUSION

Healthy-Universities-People-and-Places.pdf - page 18/23 - BIBLIOGRAPHY

BIBLIOGRAPHY

Healthy-Universities-People-and-Places.pdf - page 19/23 - Health Anchors Learning Network. (2023).…

Health Anchors Learning Network. (2023). Two Years of Learning: HALN enters its third year. Available at: https://static1.squarespace.com/static/602022c77930f3480ba11966/t/63fc9fa1f 55fcf4988ee4842/1677500322162/HALN+2+years.pdf

Healthy-Universities-People-and-Places.pdf - page 20/23 - Marmot, M., Allen, J., Boyce, T., Goldbl…

Marmot, M., Allen, J., Boyce, T., Goldblatt, P., and Morrison, J. (n.d.). Health Equity in England: The Marmot Review 10 years on. Institute of Health Equity. Available at: health.org.uk/publications/reports/the-marmot-review-10-years-on

Healthy-Universities-People-and-Places.pdf - page 21/23 - Sartorius, N. (2006). The Meanings of He…

Sartorius, N. (2006). The Meanings of Health and its Promotion. Croatian Medical Journal, 47(4), 662�664.

Healthy-Universities-People-and-Places.pdf - page 22/23 - Wavehill. (2022). Co-creating Intersecti…

Wavehill. (2022). Co-creating Intersectional Student Mental Health Initiatives. Office for Students.

Healthy-Universities-People-and-Places.pdf - page 23/23