Social-Cognitive Predictors of College Student Use of Complementary and Alternative Medicine - Abstract - Translation to Health Education Practice

Oct 15, 2026

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The study examines how often complementary and alternative medicine (CAM) is used by undergraduate students and which social-cognitive factors predict such use. A random Texas A&M University system sample completed a web-based survey. High CAM-use rates are reported, with gender, CAM attitudes, outcome expectancies about health care encounters, and CAM social network use predicting CAM use. Findings inform health care and health education to address benefits and risks and guide further psychosocial research.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Background and Purpose

Methods and Results

Discussion and Health Education Practice

CAM Domains (Figure 1)

Alternative Medical Systems

Biologically Based Therapies

Manipulative and Body-Based Therapies

Mind-Body Therapies

Energy/Biofield Therapies

Research Article Social-Cognitive Predictors of College Student Use of Complementary and Alternative Medicine AmyL. Versnik Nowak and Steve M. Dorman ABSTRACT Background: Little research has addressed the prevalence and predictors of complementary and alternative medicine (CAM) use among undergraduate students. Purpose: The purpose of this study was to: (1) measure the prevalence and type of CAM use amonga sample of college undergraduates, and (2) test the signiﬁcance of select social-cognitive constructs and demographics as predictors of CAM use among a college population. Methods: A random sample of undergraduate students within the Texas A&M University system was solicited via e-mail to complete a web-based survey. Results: Findings show high rates of CAM use. Gender, attitude toward CAM, outcome expectancies regarding the health care encounter, and social network use of CAM were shown to be signiﬁcant predictors of CAM use. Discussion: CAM use is popular among college students. Results from this study can inform health care and health education professionals interested in improving health care processes and addressing positive and negative issues related to CAM use. Translation to Health Education Practice: Health educators should be prepared to present CAMas health care options and discuss beneﬁts and risks associated with CAM therapies. Researchers should continue to explore the psychosocial determinants of CAM use as a guide for health education and intervention. Complementary and alternative medicine (CAM) includes diverse medical systems and practices that are currently categorized into ﬁve main domains: (1) alternative healthcare systems,(2) mind-body interventions,(3) biologically based therapies, (4) manipulative and body-based methods, and (5) energy/bioﬁeld therapies (Figure 1).1-3 Their link to each other is their inclusion or exclusion from conventional medical practices. In studies conducted within the past decade, approximately 67% of adults were found to have used at least one CAM therapy in their lifetimes, while approximately 40–42% had used CAM within the past year.4,5 Research shows that with each generation, the likelihood and frequency ofCAMuse among U.S. adults continues to grow.6 In 2000, the World Health Organization (WHO) estimated that 158 million American adults spent over $17 billion on CAM practices.7 This resurgence ofCAM use and research around the world is attributed to a holistic consumer health movement emphasizing multifaceted treatment of the whole person, disenchantment with conventional medical services, and changing policies regarding CAM.8-11 As each generation continues to use more CAM practices, improved health education is needed to beneﬁt and protect the American people. Health educators have the opportunity and responsibility to help people make appropriate health care and health promotion choices. Educators must be adequately prepared to present CAM therapies as viable options and to help communities learn skills to determine the risks and truths associated with different treatments. As CAM use has increased, so has research regarding it and its users. Studies show CAM users believe health care should concentrate on the whole person instead of just symptoms, and they perceive CAM therapies as more beneﬁcial.12-16 CAM users, especially younger people, have more positive attitudes toward CAM, which translate into greater enthusiasm and stronger intention to use CAM therapies.17-19 The experience of others seems to increase the likelihood of CAM use, as CAM users have Amy L. Versnik Nowak, PhD, is an assistant professor of health education atthe University of Minnesota Duluth, 110 Sports & Health Center, 1216 Ordean Court, Duluth, MN 55812; E-mail: [aversnik@d.umn.edu. Steve M. Dorman](aversnik@d.umn.edu. Steve M. Dorman), PhD, is professor & Dean at the College of Health & Human Performance, University of Florida, Gainesville, FL 32611. AmyL. Versnik Now

FAQs

What was the purpose of the study on CAM use among college students?

The study aimed to measure the prevalence and types of CAM use among college undergraduates and to test whether selected social-cognitive constructs and demographics predict CAM use.

How were participants recruited and how was CAM use assessed?

Undergraduate students from the Texas A&M University system were recruited through e-mail to complete a web-based survey.

Which factors significantly predicted CAM use according to the results?

Gender, attitudes toward CAM, outcome expectancies regarding the health care encounter, and social network use of CAM were significant predictors.

Oct 15, 2026

Upload by Grenda