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An assessment of college health nursing practice: a wellness perspective.

Currently, in the United States, there are in excess of 12 million students enrolled in 3,253 institutions of higher learning (Zapka & Love, 1986). Although some of these students are older adults and foreign students, the majority are young adults preparing for a variety of careers (American Nurses' Association [ANA], 1986). Many are away from home and from parental guidance for the first time and are having to assume, among other things, primary responsibility for their own health. This population is active, curious, risk taking and oriented toward personal growth and social concerns. It is fundamentally a healthy group whose illnesses for the most part are predominately acute and minor (e.g., upper respiratory infections, gastrointestinal infections, minor trauma, etc.; Zapka & Love, 1986). College life is a period of transition from adolescence to adulthood. It is a time of adventure and reality testing. For these reasons, students experience much stress and anxiety as they struggle to become differentiated from their parents and progress towards adult identities. Lifestyle choices that are made to cope with stress can place these young people at risk for substance abuse, suicidal behavior, pregnancy, sexually transmitted diseases (STDs-including acquired immune deficiency syndrome [AIDS]), and eating disorders to name a few (Peplau, 1986). The college health nurse is in a strong position not only to assist students in health maintenance and the management of illnesses but also to help them prevent ill health by promoting healthy behaviors (Heffern, 1985). Indeed, Peplau (1986) advocated that the emphasis of college health nursing practice should be on the latter through health counseling and health education. Although few studies have been done which document the scope of practice of college health nursing, the Council of Community Health Nurses, under the direction of the ANA, has developed standards reflecting current knowledge in the field. These standards depict a level of nursing performance that applies to nursing practice in any college health setting and are based on a model of nursing directed toward wellness and self-care. In addition, they are written within the framework of the nursing process. Intervention