What support do frontline workers want? A qualitative study of health and social care workers' experiences and views of psychosocial support during the COVID-19 pandemic

Background: The COVID-19 pandemic has placed a significant burden on the mental health and wellbeing of frontline health and social care workers. The need to support frontline staff has been recognised. However, there is to date little research specifically on how best to support the mental health needs of frontline workers, and none on their own experiences and views about what might be most helpful. Aims: We set out to redress this research gap by qualitatively exploring UK frontline health and social care workers’ own experiences and views of psychosocial support during the pandemic. Method: Frontline health and social care workers were recruited purposively through social media and by snowball sampling via healthcare colleagues. Workers who volunteered to take part in the study were interviewed remotely following a semi-structured interview guide. Transcripts of the interviews were analysed by the research team following the principles of Reflexive Thematic Analysis. Results: We conducted 25 interviews with frontline workers from a variety of professional groups working in health and social care settings across the UK. Themes derived from our analysis showed that workers’ experiences and views about psychosocial support were complex. Peer support was many workers’ first line of support but could also be experienced as a burden. Workers were ambivalent about support shown by organisations, media and the public. Whilst workers valued psychological support services, there were many disparities in provision and barriers to access. Conclusions: The results of this study show that frontline health and social care workers are likely to need a flexible system of support including peer, organisational and professional support. More research is needed to fully unpack the structural, systemic and individual barriers to accessing psychosocial support. Greater collaboration, consultation and co-production of support services and their evaluation is warranted

Karst spring catchment: an example from Dinaric karst

Definition of karst spring catchment or basin area and boundaries belongs to one of the greatest problems of karst hydrology and hydrogeology, not adequately solved until now. This paper tries to address main problems in defining this crucial parameter. The theoretical aspect of this issue is discussed in the first two chapters. We have presented the example of the catchment area and boundaries definition for the karst spring Žrnovnica catchment in Dinaric karst. Topographic catchment area of the Žrnovnica Spring is 8.4 km2. The significant discrepancy in size of the hydrological–hydrogeological and topographical catchment is very common characteristic for the springs located in the karst areas. In the case of the Žrnovnica Spring, the hydrogeological catchment is at least seven times larger than topographic. Two following simple hydrological methods are used in order to calculate its hydrologic–hydrogeologic catchment: (1) the relationship between mean annual discharges and annual rainfall falling on the catchment, and (2) the Turc method. It is estimated that hydrogeologic catchment area of the Žrnovnica karst spring is much larger and very probably ranges between 60 and 80 km2. These values represent first rough assessment, which should be confirmed by more detailed interdisciplinary investigations. According to the performed tracing tests, it seems that the catchment spreads on the north-east from the topographic catchment and that the Žrnovnica Spring karst aquifer is fed by groundwater overflow from the neighbouring more abundant karts spring Jadro

A coupled groundwater-flow-modelling and vulnerability-mapping methodology for karstic terrain management

A coupled groundwater-flow-modelling and vulnerability-mapping methodology for the management of karst aquifers with spatial variability is developed. The methodology takes into consideration the duality of flow and recharge in karst and introduces a simple method to integrate the effect of temporal storage in the unsaturated zone. In order to investigate the applicability of the developed methodology, simulation results are validated against available field measurement data. The criteria maps from the PaPRIKa vulnerability-mapping method are used to document the groundwater flow model. The FEFLOW model is employed for the simulation of the saturated zone of Palaikastro-Chochlakies karst aquifer, in the island of Crete, Greece, for the hydrological years 2010–2012. The simulated water table reproduces typical karst characteristics, such as steep slopes and preferred drain axes, and is in good agreement with field observations. Selected calculated error indicators—Nash-Sutcliffe efficiency (NSE), root mean squared error (RMSE) and model efficiency (E′)—are within acceptable value ranges. Results indicate that different storage processes take place in different parts of the aquifer. The north-central part seems to be more sensitive to diffuse recharge, while the southern part is affected primarily by precipitation events. Sensitivity analysis is performed on the parameters of hydraulic conductivity and specific yield. The methodology is used to estimate the feasibility of artificial aquifer recharge (AAR) at the study area. Based on the developed methodology, guidelines were provided for the selection of the appropriate AAR scenario that has positive impact on the water table

Lower sleep variability associated with higher academic performance across the semester in college students

The present study examined associations between physical activity, sleep, and academic outcomes in undergraduate students (N = 52). More consistent sleep throughout the semester (lower sleep variability) was associated with higher homework grades. The interaction between sleep variability and sleep quantity was not significant suggesting that greater sleep overall did not buffer students from the negative effects of sleep variability on grades