How to Reference for Health and Social Care Students

When you write academic assignments, you are expected to acknowledge all the sources you have referred to, so your reader knows where the information you are using has come from. It is therefore important that any statements you make in your work are supported by references to the materials you have read. While individual lecturers may have their preferences for how references should be laid out (in the use of underlining and italics for example), the guidelines in this booklet are acceptable to all lecturers in health and social care

Basic Database Searching for Health and Social Work

Library guide to searching healthcare databases; choosing keywords, using Boolean, entering search terms into a database

Application of theoretical domains framework to explore the enablers and barriers to physical activity among university staff and students: a qualitative study

Background Physical inactivity is one of the major risk factors for developing several chronic illnesses. However, despite strong evidence indicating the health benefits of physical activity, many university staff and students tend to be physically inactive. University settings provide a stable environment where behaviour change interventions can be implemented across multiple levels of change. The aim of this study is to examine the perceived barriers and enablers to physical activity among staff and students in a university setting, using the Theoretical Domains Framework (TDF), a precursor of COM-B behaviour model. Methods This was a qualitative study carried out at a Midlands University in the United Kingdom. Eight group interviews were conducted with the sample (n = 40) consisting of 6 male and 15 female university staff (mean age = 40.5 ± 10.6 years) with different job roles (e.g., academic, administrative, cleaning and catering staff), and 12 male and 7 female students (mean age = 28.6 ± 4.7 years) at different stages of study (e.g., undergraduate, postgraduate, and international students). Interviews were audio recorded, transcribed verbatim and imported into NVivo12 software, responses were mapped using the TDF where theory-driven deductive content analysis was used for data analysis. Results Six prominent domains were identified from the group interviews as enablers and/or barriers to physical activity among university staff and students: Environmental context and resources; intentions; social influences; knowledge; beliefs about capabilities; and social/professional role and identity. The themes emerging from the group interviews fit into all 14 domains of the TDF; however, 71% of the themes fit into the six most prominent domains. Conclusions These findings suggest that several enablers and barriers influence university staff and students’ capability, opportunity, and motivation to engage in physical activity. This study, therefore, provides a theoretical foundation to inform the development of bespoke interventions to increase physical activity among inactive university staff and students

Multi-component physical activity interventions in the UK must consider determinants of activity to increase effectiveness

Interventions to increase physical activity in children have adopted broad approaches and achieved varying success. There is a need to adopt approaches underpinned with a theoretical basis. Accordingly, the aim here was to implement and evaluate a 12-week intervention designed using the concepts of the COM-B model to determine the effect this has on physical activity levels. One hundred and forty-seven school-age children (mean age 8.9 ± 1.3 years) took part in a 12-week program delivered in a school setting. Topics included physical activity, healthy eating, sleep quality and reducing screen time/sedentary activities when not in school. A sample of participants wore a wrist-worn accelerometer for seven days pre-and post-intervention (N = 11). The physical activity frequency was unchanged (2.9 ± 1.0 AU) when compared with post-intervention values (3.1 ± 0.8 AU, mean increase 6.8 ± 3.7%, p > 0.05). Changes were observed in the daily consumption of fruit and vegetables (pre-intervention 44.6% vs. post-intervention 60.2%, p p > 0.05). There is a need to adopt a broader approach that incorporates a theoretical basis and considers the complex ways by which physical activity behaviours are influenced

Managing the symptoms of neuropathic pain: An exploration of patients' experiences

The debilitating effects of chronic neuropathic pain on everyday life are considerable but little is known about how individual sufferers manage these effects. Virtually nothing is known about what patients prefer, what measures they take themselves, when, or in what combinations. The aim of this study was to explore patients’ reports of how they managed their neuropathic pain symptoms. Three focus groups including 10 participants were used to generate qualitative data on both individual and shared experiences of managing their symptoms of neuropathic pain. Discussions were recorded and transcribed verbatim. Data were analysed using thematic analysis, identifying categories and broader themes of importance to patients. The most common management strategy was the use of conventional medications, often associated with poor effectiveness and unpleasant side-effects. Complementary and alternative medicine was ineffective but many found resting or retreating helpful. They exhibited a repeated cycle of seeking help to manage the pain, with each unsuccessful attempt followed by new attempts. Some had tried to accept their pain, but there was insufficient psychological, social, emotional and practical support to allow them to do this successfully. This exploratory study provides a basis from which to develop a larger study to validate and extend the findings. Other issues meriting research are the effectiveness of cognitive behavioural therapies for those with neuropathic pain; and an exploration and subsequent evaluation of different types of social, practical and emotional support needed to help live with neuropathic pain

Nature: a new paradigm for well-being and ergonomics

Nature is presented as a new paradigm for ergonomics. As a discipline concerned with well-being, the importance of natural environments for wellness should be part of ergonomics knowledge and practice. This position is supported by providing a concise summary of the evidence of the value of the natural environment to well-being. Further, an emerging body of research has found relationships between well-being and a connection to nature, a concept that reveals the integrative character of human experience which can inform wider practice and epistemology in ergonomics. Practitioners are encouraged to bring nature into the workplace, so that ergonomics keeps pace with the move to nature-based solutions, but also as a necessity in the current ecological and social context. Practitioner Summary: Nature-based solutions are coming to the fore to address societal challenges such as well-being. As ergonomics is concerned with well-being, there is a need for a paradigm shift in the discipline. This position is supported by providing a concise summary of the evidence of the value of the natural environment to well-being

Constructing a Search Strategy Sheet for Psychology

A sheet to use when creating a search strategy to use on a database. Planning your literature search

Exploring the predictors of physical inactivity in a university setting

Abstract Background Changes in lifestyle patterns and the dependence on technology have contributed to an increase in prevalence of inactivity. To address this there is a need to identify the predictors of physical inactivity using the Theoretical Domains Framework (TDF). Methods One hundred and twenty-one university administrative staff and 114 PhD students completed a survey. Physical activity (PA) levels were assessed using the Global Physical Activity Questionnaire (GPAQ), with participants scoring below 600 MET-minutes/week of total PA regarded as inactive. The predictors of physical inactivity were assessed using the Determinants of Physical Activity Questionnaire (DPAQ). Multiple regression analyses were used to identify which domains of the TDF predicted physical inactivity in the study samples. Results The results indicated that 64% of administrative staff (Mean = 411.3 ± 118.3 MET-minutes/week of total PA) and 62% of PhD students (Mean = 405.8 ± 111.0 MET-minutes/week of total PA) did not achieve the recommended PA levels. The physical skills domain (t 106 = 2.198, p = 0.030) was the significant predictor of physical inactivity amongst the administrative staff. Knowledge (t 99 = 2.018, p = .046) and intentions (t 99 = 4.240), p = 0.001) domains were the significant predictors of physical inactivity amongst PhD students. Conclusions The results of this study should be used as a theoretical starting point in carrying out behavioural diagnosis, which could inform the design of effective interventions to increase PA levels in universities and other settings

Using behavioural insights to reduce sugar in primary school children’s packed lunches in Derby; a cluster randomised controlled trial

Children's packed lunches contain more sugar than school-provided meals. Interventions to improve the provision of healthier packed lunches have modest effects on lunch contents. This cluster randomised controlled trial tested an intervention to encourage healthier provision of packed lunches by parents of primary school children in Derby. Schools were randomised to intervention (n = 8) or control (n = 9) using blocked random allocation. In the intervention group, parents of children who brought packed lunches to school in years 3–6 (age 7–11 years) received three bundles of materials (including packed lunch planner, shopping list, information on sugar content of popular lunchbox items and suggestions for healthier swap alternatives) in bookbags/lunchboxes over a 4-week period. Control parents received no materials. Photos of lunchbox contents were taken at baseline, immediately post-intervention and at three-month follow-up. A parental survey aimed to assess capability, opportunity and motivation for packing a healthier lunchbox. No intervention effects were observed for primary outcomes (presence and number of sugary snacks or chilled sugary desserts). The intervention had a significant impact on one secondary outcome (increased number of healthier “swap” items suggested in intervention materials) immediately post-intervention, but this effect had disappeared at three-month follow-up. No intervention effects were found on survey variables. Parent comments revealed that materials were either received positively (as they reinforced existing behaviours) or negatively (as they were not perceived to be helpful or appropriate). The results of this study suggest that providing educational materials and resources to parents of primary school children in Derby was not sufficient to increase provision of healthier packed lunches. Future research should investigate how behavioural science can support families to improve the nutritional content of primary school children's lunchboxes.Public Health Englan