The Healthy Diploma™, an innovative program in higher education, is designed to give undergraduates a healthy start on adult life and an advantage in the job market. The program is based on Healthy Campus 2020 and the National Association for Sport and Physical Activity’s definition of a physically educated individual. The program combines education, fitness tests, wellness assessments, health risk appraisals and individualized wellness coaching to orient students toward a lifetime of positive health and wellness behaviors. Recipients of the Healthy Diploma™ are recognized as distinct graduates similar in concept to an Honors diploma. Aside from the direct personal benefit to the student, the diploma demonstrates to prospective employers that the recipient is dedicated to a healthy lifestyle, which has been shown to benefit the workplace through lower healthcare costs, lower rates of injury and absenteeism, higher productivity, and improved morale and retention.
Method: Students (n=30) enrolled in the Healthy Diploma™ program and their wellness coaches (n=11) completed an online, self-reported, anonymous survey reporting their perceptions of the program. Student and coach survey consisted of 25 and 15 items respectfully.
Analysis/Results: One hundred percent of wellness coaches and 93% of students reported that the program was beneficial. The most direct benefit reported by students was improved stress management (43%) and regular physical activity (40%). Students also reported improved nutrition (7), weight loss (4), better lifestyle choices (3), time management (2), goal setting (2) and financial wellness (2). Individual students reported improved lipid profile, balance, flexibility, spiritual wellness, self-control, networking, human sexuality, recycling, sleep and smoking cessation. One hundred percent of wellness coaches and 80% of students reported improved health or wellness as a result of the program. Ninety-seven percent of students reported that the designated courses were beneficial. One hundred percent of the wellness coaches and 93% of students believed that the coaching sessions were beneficial. One hundred percent of the coaches believed being a role model was important for their students. Seventy-seven percent of students reported that they were well and/or healthy in all areas; 93% reported being on track to be well and/or healthy in all areas upon graduation. One hundred percent of students stated plans to maintain a healthy lifestyle after graduation.
Conclusions: Results demonstrate that a targeted approach to university students’ health and wellness is perceived as beneficial to students and university faculty alike. Additional institutions of higher education may consider adopting similar programs.