Ege Grete, Ottemöller Fungisai Puleng Gwanzura, Frisk Bente
Department of Physiotherapy, Haukeland University Hospital, Bergen, Norway.
Faculty of Psychology, Department of Health Promotion and Development, University of Bergen, Bergen, Norway.
Front Psychol. 2023 Aug 21;14:1199423. doi: 10.3389/fpsyg.2023.1199423. eCollection 2023.
Music students in higher education experience health-related challenges linked to practice and performance, while an understanding of these challenges and access to resources to deal with them are required to promote the students´ health. Health literacy and health education are integral parts of health promotion and resources for health, which encompasses health-related knowledge and competence aiming to improve health. The aim of this study was to explore Norwegian music students' perceptions and experiences of resources and challenges for health and address the following research question: What health-related challenges do music students in higher music education meet, and what health promoting resources do they need and use to deal with these challenges and promote their health?
We conducted a qualitative study including three focus group interviews with 13 music students aged between 19 and 31 years studying classical, folk, jazz or rhythmic genres from five different music departments in Norwegian universities. The Salutogenic model of health was used as theoretical framework and a few questions regarding the concept of health literacy were included in the interviews. We used thematic network analysis to analyze the data.
Main health challenges were related to performance pressure and difficulties implementing good health habits in the students` daily lives. Furthermore, the findings revealed several resources that promoted the students' health: (1) Personal resources included situational understanding, using adequate coping strategies, high motivation and participating in regular physical activity. (2) Social resources involved an understanding of the importance of social support from peers and teachers and synergy created between themselves and the audience through sharing of music. (3) Environmental resources were linked to access to good rehearsal rooms. The music students expressed a need for increased competence in health promoting routines during practice and performance and suggested that health-related topics should be an integrated part of education.
高等教育中的音乐专业学生面临着与练习和表演相关的健康挑战，而要促进学生的健康，就需要了解这些挑战并获得应对这些挑战的资源。健康素养和健康教育是健康促进及健康资源的重要组成部分，健康资源涵盖旨在改善健康的与健康相关的知识和能力。本研究的目的是探讨挪威音乐专业学生对健康资源和挑战的认知与体验，并回答以下研究问题：高等音乐教育中的音乐专业学生面临哪些与健康相关的挑战，他们需要并使用哪些促进健康的资源来应对这些挑战并促进自身健康？
我们开展了一项定性研究，对13名年龄在19至31岁之间、来自挪威五所不同大学的五个音乐系、学习古典、民间、爵士或节奏音乐流派的音乐专业学生进行了三次焦点小组访谈。健康的 salutogenic 模型被用作理论框架，访谈中还包含了一些关于健康素养概念的问题。我们使用主题网络分析法对数据进行分析。
主要的健康挑战与表演压力以及在学生日常生活中难以养成良好的健康习惯有关。此外，研究结果还揭示了几种促进学生健康的资源：（1）个人资源包括情境理解、运用适当的应对策略、高度的积极性以及参加定期体育活动。（2）社会资源涉及对来自同龄人和教师的社会支持重要性的理解，以及通过音乐分享在他们自身与观众之间产生的协同作用。（3）环境资源与获得良好的排练室有关。音乐专业学生表示需要在练习和表演期间提高促进健康常规方面的能力，并建议与健康相关的主题应成为教育的一个组成部分。
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