Understanding how to support university student wellbeing.

In 2022 Higher Education Statistics Agency (HESA) reported that between 2016/17 in the UK over 120,000 students were recorded with a mental health condition. This was exacerbated by COVID-19 and the resultant lockdown. Many students do not access support. The aim of this study was to explore student views on the current provision of wellbeing support, the barriers to accessing support and the implementation of an opt-in emergency contact scheme. A qualitative approach was employed using thematic analysis to code free-text responses on current support and opinions on an emergency contact scheme via a Jisc online survey

When and how to involve trusted contacts if serious concerns are raised about a student's wellbeing.

The mental wellbeing of university students is of growing concern. HESA (2022) reported 122,530 students with a recorded mental health condition in the UK in 2016/17, whilst the Office for National Statistics reported 319 suicide deaths amongst HE students between 2017 and 2020. Evidence suggests people with mental health issues recover better with social support and most students appear to approve of a university emergency contact scheme (ECS); however many universities have not implemented an ECS. Recent guidance from PAPYRUS 2022, however, is urging universities to develop clear policies on the involvement of trusted contacts when serious concerns are raised about a student's health or safety. This study aims to investigate the relationship between student well-being and social support, and to explore student perspectives on the introduction of an ECS. Students from the Robert Gordon University School of Applied Social Studies (n=113) were recruited via opportunistic sampling and asked to complete a Jisc online survey including the Interpersonal Support Evaluation List shortened version (Cohen et al. 1985), Warwick-Edinburgh Mental Wellbeing Scale (Tennant et al. 2007) and questions about an ECS. Findings indicated a significant positive correlation between mental wellbeing and social support. Most students (96%) supported an ECS, and of those opposed, there were concerns over a loss of agency, worries about identifying a potential contact, or the contact worsening the situation. In terms of the scheme's format, the preferred name was 'Named Trusted Person' (NTP) Scheme, the preferred NTP was parent/guardian or partner, and the preferred contact was Personal Tutor via text/call to mobile phone. Students felt contact should be made after a period of 14 days of disengagement and when there were serious concerns about their mental health, physical health, or personal safety. To conclude, universities should seriously consider the implementation of NTPS to support student wellbeing

When, how and why should we involve trusted contacts when serious concerns are raised about a student's well-being?

This study investigates the relationship between mental well-being (MWB) and social support (SS) whilst addressing the paucity of research on students' support for emergency contact schemes (ECSs) and their views on how and when such schemes should be implemented. In total, 113 students recruited via opportunistic sampling completed an online survey including the Interpersonal Support Evaluation List - shortened version (Cohen et al. 1985), Warwick–Edinburgh Mental Wellbeing Scale (Tennant et al. 2007) and questions about ECS. A correlational design used the Pearson product-moment correlation to explore the relationship between MWB and SS. A between-subjects design using independent measures t-test investigated differences in SS and MWB between those with and without a "trusted person" (TP). The preferred name was "Named Trusted Person Scheme" (NTPS), the preferred TP was parent/guardian or partner, and the preferred means of contact was Personal Tutor to mobile phone. Most students (96%) supported the use of an NTPS when serious concerns were raised about mental or physical health, personal safety or student engagement. Those opposed were concerned about a loss of agency, identifying a TP or the TP worsening the situation. MWB was positively correlated with SS, and those with a TP had higher levels of MWB and SS than those without. This study addresses the under-explored area of students' support for ECS, whilst enhancing our understanding of the relationship between MWB and SS especially amongst those without a person they can trust. This research provides valuable insights for universities looking to implement or refine such schemes, with the potential to improve students' MWB, academic achievement and retention by enhancing support

"Doing" is never enough, if "being" is neglected: exploring midwives' experiences of an emotional intelligence (EI) programme: a qualitative study. [Presentation]

The role of the midwife is emotionally demanding, with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity care. One of the major factors leading to job dissatisfaction is the conflict between midwives' aspiration of truly 'being' with the woman and the institutional expectations of the role, which focuses on the 'doing' aspects of the job. 'Being' present to a woman's psychological needs, whilst meeting the institutional demands, requires high levels of emotional intelligence (EI) in the midwife. Therefore, enhancing midwives' EI could be beneficial. An EI programme was made available to midwives with the intention to promote their emotional intelligence and enable them to utilise relaxation techniques for those in their care. The aim of this study was to explore midwives' perspectives on the influence of the EI education programme on their emotional wellbeing and experiences of practice. The study took a descriptive qualitative approach. Thirteen midwives participated in focus group interviews. The data were analysed using thematic analysis. The overarching theme of 'The Ripple Effect' included three themes of 'Me and my relationships', 'A different approach to practice', and 'Confidence and empowerment'. The programme was seen to create a positive ripple effect, influencing midwives personally, their approach to practice, and feelings of confidence in their role. Attendance at an EI education programme equipped the midwives in this study with stress management skills which enhanced their emotional wellbeing and experiences of practice

Exploring midwives' experiences of an emotional intelligence programme (EIP): a qualitative study.

This poster summarises the results of a study that sought to evaluate an emotional intelligence programme for midwives. This programme aimed to address reported challenges experienced by midwives in terms of a discrepancy between wanting to be emotionally and psychologically supportive of their patients, and task-focused institutional expectations for how the midwife should be spending their time

"Doing" is never enough, if "being" is neglected: exploring midwives' perspectives on the influence of an emotional intelligence education programme: a qualitative study. [Article]

The role of the midwife is emotionally demanding, with many midwives experiencing high levels of stress and burnout, and a great number considering leaving the profession. This has serious implications for the delivery of high-quality, safe maternity care. One of the major factors leading to job dissatisfaction is the conflict between midwives' aspiration of truly 'being' with the woman and the institutional expectations of the role, which focuses on the 'doing' aspects of the job. 'Being' present to a woman's psychological needs, whilst meeting the institutional demands, requires high levels of emotional intelligence (EI) in the midwife. Therefore, enhancing midwives' EI could be beneficial. An EI programme was made available to midwives with the intention to promote their emotional intelligence and enable them to utilise relaxation techniques for those in their care. The aim of this study was to explore midwives' perspectives on the influence of the EI education programme on their emotional wellbeing and experiences of practice. The study took a descriptive qualitative approach. Thirteen midwives participated in focus group interviews. The data were analysed using thematic analysis. The overarching theme of 'The Ripple Effect' included three themes of 'Me and my relationships', 'A different approach to practice', and 'Confidence and empowerment'. The programme was seen to create a positive ripple effect, influencing midwives personally, their approach to practice, and feelings of confidence in their role. Attendance at an EI education programme equipped the midwives in this study with stress management skills which enhanced their emotional wellbeing and experiences of practice

Charting the decline in spontaneous writing in Alzheimer's disease: a longitudinal study.

Objective: This study aims to document the nature and progression of the spontaneous writing impairment observed in patients with Alzheimer's disease (AD) over a 12-month period using both a cross-sectional and prospective longitudinal design. Methods: Thirty-one minimal-moderate AD patients and 30 controls matched for age and socio-cultural background completed a simple and complex written description task at baseline. The AD patients then had follow-up assessments at 6 and 12 months. Results: Cross-sectional comparisons indicated that minimal-moderate AD patients produced more semantic paraphasias, phonological paraphasias, and empty and indefinite phrases, whilst producing fewer pictorial themes, repairing fewer errors, and producing shorter and less complex sentences than controls. The two groups could not be distinguished on visual paraphasias. Longitudinal follow-up, however, suggested that visual processing deteriorates over time, where the prevalence of visual errors increased over 12 months. Discussion: The findings suggest that the deterioration of writing skills observed in the spontaneous writings of AD patients shows a pattern of impairment dominated by semantic errors with a secondary impairment in phonological processing, which is later joined by a disruption of visuospatial and graphomotor processing

Distributed communities of practice : an exploration of a distributed community of practice of South African Life Science teachers

This study researches phenomenon of the Biology Teachers Network (BTN), a distributed Community of Practice (CoP). The membership of the BTN is voluntary. The BTN is supported by a core group of members and administered by single moderator. The network uses a manually operated email system to communicate and share information as an automatic listserv proved to be beyond the capabilities of the membership. Etienne Wenger is the authority on the theory of CoPs and provides in depth background to the processes that are evident in a CoP. A CoP consists of the Domain, Practice and Community and through a process of negotiation of meaning, learning takes place through identity formation. CoPs can exist online in the form of distribute CoPs. Passionate leadership is essential for the formation of a CoP as is the voluntary participation of the members. A Naturalistic case study methodology is considered to be the most appropriate research tool. In this study a focus group interview and a collection of emails were used as data sources. The data was analysed using three instruments derived from the literature. The conclusion from the analysis of the data was that the BTN is a vibrant and fully functional distributed CoP in the coalescing stage. Participation in the BTN has led to an increase in professional development and ICT skills amongst some of the member teachers. The fact that this was achieved through the use of email instead of sophisticated websites suggests that this model of distributed CoP is suitable for the professional development of teachers in South Africa.Dissertation (MEd)--University of Pretoria, 2009.Curriculum Studiesunrestricte

Exploring students' independent learning and its relationship to mindset and academic performance.

There is increasing interest in the role of independent learning (IL) in higher education (Thomas, 2015). Indeed, several studies demonstrate the impact of IL on students' academic achievement (Difrancesca et al. 2016). Research also suggests that motivational beliefs (such as growth mindset) can foster and support IL (Yan et al. 2013), which in turn enhances academic progression, retention and student experience (Pintrich, 2004). There is, however, no simple definition of IL (McKendry and Boyd, 2012) and many students fail to understand what is expected of them. The aim of this study was to explore students' levels, understanding and style of IL, and its relationship to mindset, academic performance and engagement. Students from Robert Gordon University (n=123) were recruited via opportunistic sampling and asked to complete a Jisc online survey to measure: understanding of IL, Motivated Strategies for Learning (Duncan and McKeachie, 2005) and Growth Mindset (Dweck, 2000). Interaction with the University's Virtual Learning Environment (VLE) and academic grades were also measured. While most students considered themselves an IL (74%), had heard of the term (85%) and understood what IL was, 82% erroneously believed it meant learning on their own. Growth mindset was positively associated with level of IL, Self-Efficacy, Rehearsal, Elaboration and Organisation. Further, results indicated a positive relationship between level of IL and average grade. A-grade students engaged in significantly more IL and used more strategies of rehearsal than B-grade students. Those attaining higher grades (A/B) interacted with the VLE significantly more frequently and regularly than those attaining lower grades (C/D). The C/D grade students' interaction was more sporadic, with peaks around assessment submission deadlines. To improve academic progress and the student experience, therefore, educators need to enhance students' understanding of IL and employ an e-learning platform that is engaging, whilst enhancing the growth mindset and independent learning strategies of its learners