Nurses serve as role models and champions of health and well-being. The American Nurses Association (ANA, 2017a) defines a healthy nurse as one who "actively focuses on creating and maintaining a balance and synergy of physical, intellectual, emotional, social, spiritual, personal and professional wellbeing" (para. 1). With this regard, healthy nurses embody holistic approaches to personal wellness, thus becoming stronger role models, advocates, and educators for their families, communities, professional peers, and patients (ANA, 2017a).
Nursing faculty, staff, and students are ideal candidates to meet the current need for healthy role models in academic environments. Major trends across the nation's college campuses demonstrate declining physical fitness and emotional health and an increase in stress, anxiety, depression, and fear of failure (American College Health Association, 2011; Melnyk et al., 2016). Unfortunately, it seems our nation's current nurses are not immune from concerning health trends. In a 2013-2014 Health Risk Appraisal of registered nurses and nursing students, the average body mass index of respondents was 28 (overweight). Fewer than 60 percent of respondents indicated they had access to fruits, vegetables, and whole grains during their work hours, and 82 percent reported a "significant level of risk for workplace stress" (ANA, 2017b).
Recognizing that the well-being of nurses is fundamental to the health of others, the ANA recently enacted a Healthy Nurse, Healthy Nation grand challenge to "transform the health of the nation by improving the health of the nation's 3.6 million registered nurses" (ANA, 2017c, para. 2). This challenge seeks to connect and engage nurses to take individual action toward personal well-being, cultivate friendly competition that inspires others to do so as well, and provide education and resources to nurses within five domains: activity, sleep, nutrition, quality of life, and safety (ANA, 2017b).
The success of social movements and grand challenges such as this rely heavily on individual, partner, and institution buy-in, because organizational culture change is often needed to influence steps toward goal progress. In institutions of higher education, a healthy, supportive work environment where faculty and staff are committed, engaged, and satisfied translates to healthy, supportive work environments for students to learn. One aspect that plays into the health of organizational culture is the concept of "social capital," which refers to the thought that social networking and interpersonal relationships create value and resources for individuals and organizations (Read, 2013).
Formulated by American education scholar L. J. Hanifan (1916), social capital is the "goodwill, fellowship, mutual sympathy and social intercourse among a group of individuals and families who make up a social unit" (p. 130). Hanifan proposed that investing time and attention in social capital by creating opportunities for people to socialize and work together makes life worthwhile to those individuals in their everyday lives (Hanifan, 1916; Read, 2013). Subsequent classical work on social capital adds that it has capacity to boost productivity outcomes that may otherwise be unachievable (Coleman, 1988). In education, this may relate to stronger academic performance of students, as well as improved self-reports of stress, anxiety, depression, or sleep difficulties.
If social capital contributes so strongly to thriving, professional environments, perhaps the timing is right for leaders in academia to get creative in developing intentional activities that promote physical activity, an increased sense of community, and enhanced collegial relationships among faculty, staff, and students. This article describes how one college of nursing implemented the Peace, Love, Field Day event as an innovative approach to cultivating a healthy academic environment. Details about the planning, implementation, and local impact of the event are offered with proven recommendations for future implementation.
IMPLEMENTATION
The desired outcome of the Peace, Love, Field Day event is to provide college of nursing faculty and staff with an annual opportunity to celebrate the end of an academic year while promoting physical activity, stress relief, and increased social capital. Approximately four weeks prior to the field day, an event announcement is emailed to all college of nursing faculty and staff, including part-time and adjunct faculty. This announcement contains event details, including its purpose, date, time, and location, and a brief overview of suggested items to bring, such as water bottles, comfortable clothing, and athletic shoes. For inclusivity, individuals not interested or unable to participate in the physical activity aspects of the event are invited to alternatively serve as team cheerleaders. A link to a web-based acknowledgement is included on the event announcement that allows potential participants to sign up for either a team or the cheerleading squad.
Respondents are grouped into teams by one of the event organizers. Intentional attention is placed on creating team membership that reflects diversity among various attributes (e.g., faculty/staff/college administration, undergraduate/graduate faculty, gender, age, and athletic ability). Two weeks before the event, team rosters are announced electronically, and teams are encouraged to begin developing a creative team name and outfit for the event.
Event organizers draft five to seven activities to fill the two-hour event time slot. Initial web searches (sample keywords: "field day for adults," "backyard games," "minute to win it") produce ample ideas for team activities; these results range from games that are inexpensive, quick, and simple to carry out to those that are much more elaborate, detailed, and require designated equipment. Event organizers are mindful to select activities easily adaptable for the indoors in case of unforeseen weather changes and choose activities for which special equipment can be reused from game to game (e.g., hula hoops, beanbags, pool noodles). Weather permitting, the event takes place on the lawn of the college of nursing. A simple audio sound system consisting of speakers and a microphone is set up, which enables all participants to hear the game instructions, team placement announcements, and themed background music that is played during the competitions.
Team scoring and competition vary, depending on the specific game. Some activities promote entire team competition at one time (e.g., relay races); other activities may be better suited for teams to contend in competitive, eliminating rounds (e.g., soccer). Even further activities call for team representatives to compete against one another (e.g., hula-hoop contests). The cheerleaders are charged with the task of scorekeeping, using a visual board created to display team results. Awards are offered for the following categories: Best Dressed Team and Best Team Name (voted on by the cheerleaders), the Spirit Award (given to a cheerleader and voted on by the teams), and First, Second, and Third Overall Team Winners.
DISCUSSION
Initially the Peace, Love, Field Day event was envisioned as a fun, end-of-year event for faculty and staff. However, as anticipation grew in preparation for the event's second year, the organizers realized it symbolized much more than playing games. They noted that the event had turned into an opportunity for people to become united, with growing excitement about formulating team names; costumes; and stirring up friendly, competitive team spirit. The event organizers had the forethought to place faculty and staff on different teams, which resulted in people who normally do not interact on a day-to-day basis joining together for a common purpose.
The Peace, Love, Field Day event is currently in its third year of implementation, and faculty and staff are eagerly anticipating the event. Because of its initial success, creativity has spawned in developing additional collegewide events, further promoting the organization's social capital. Spin-off activities include a faculty/staff/student softball tournament, a faculty/staff lunchtime walking group, and a collegewide Family and Friends Fun Night. A simple event, relatively easy to plan and implement, has had a major impact on the social well-being of faculty and staff and has created a conscious awareness of the need to stay active and have fun together.
RECOMMENDATIONS
To best promote a successful experience, there are several considerations to note when planning a collegewide field day. Contact the media to publicize the event and its intended message of promoting healthy work environments, emphasizing physical activity, increasing a sense of community, and enhancing collegial relationships among faculty and staff. Second, enlist and encourage others to get involved and participate in the event, as inviting other colleges or community members could be a fun way to be inclusive and stir up additional healthy competition.
Having a back-up plan to avoid weather-related cancellation is important. From a legal and liability perspective, it may be necessary to check with the institution about the use of outside grounds, as a grounds-use permit may be required for the event. Finally, be mindful the number of individuals per team, as more teams with fewer members tend to create a better opportunity for all to get involved. Regardless of the games chosen or the format of the field day, remember: it is all about bringing people together to laugh, be active, make memories, and have a great time. Peace, Love, Field Day!
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