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Abstract Background Weight stigma is prevalent within healthcare settings and is an aspect of the lived experience of people living with obesity. There is international evidence of weight stigma in the dental setting, where currently there is also evidence indicating limited training amongst dental professionals regarding obesity or obesity‐related stigma. There has been Australian research and none have included dental support staff. Aims This cross‐sectional survey aimed to assess stigmatizing attitudes and beliefs of dental professionals (registered general dentists, oral health therapists) and support staff (dental assistants, dental receptionists) working in private and public regional practices in New South Wales and specialists in Special Needs Dentistry across Australia toward people living with obesity. Methods An anonymous electronic validated survey was administered through REDCap™ to assess stigmatizing attitudes and beliefs held amongst respondents in relation to people living with obesity. Results Fifty‐three participants completed the survey (n = 33 clinicians, n = 20 support staff). The majority 47/53 (88.7%) held positive attitudes toward people living with obesity. Of the clinicians, 15/33 (45.5%) reported 1 hour or less and 14/33 (42.4%) reported two to 5 hours of obesity‐related education. 14/20 (70%) of the support staff reported no prior education or training about obesity. Of responses reflecting weight stigma, only three clinicians reported negative reactions toward the appearance, or discomfort during examination, of a patient with obesity, or a perception of laziness, compared with normal weight individuals. A higher proportion 4/20 (20%) of support staff reported responses indicating negative attitudes for people with obesity compared with normal weight individuals. Conclusion Survey responses reflected evidence of weight stigma in both dental professionals and support staff. Professional development targeting weight stigma reduction in the dental setting is needed for both clinicians and support staff.

Orientation: The study was conducted in two higher education institutions that underwent insourcing and harmonisation of conditions of employment for support services. Research purpose: This study aims to determine how harmonisation shapes outcomes among support service labour in selected higher education institutions and to develop a management framework to harmonise conditions of employment following insourcing. Motivation for the study: The study capitalises on organisational complexities in higher education institutions that experienced insourcing of support services employees to address concerns assumed to be premised on historical exclusionary and exploitative employment practices. The study documents the experience and perceptions of institutional stakeholders in creating new knowledge on harmonisation following insourcing. Research approach/design and method: Employing a qualitative approach, 16 interviews were conducted with selected multi-level management and personnel directly involved in a harmonisation. Main findings: The study found tangible and intangible aspects, processes and other psychological perspectives on implementing harmonisation across employment levels. Furthermore, it was found that an efficient and effective harmonisation framework is required. Effective harmonisation for inclusion was viewed as being compromised by factors such as government intervention, and a lack of policy, framework and legislation to guide the process. Practical/managerial implications: Practical recommendations are provided for implementing harmonisation strategies following insourcing across employment levels in South African higher education institutions. Contribution/value-add: The study contributes to novel theory on harmonisation after insourcing and provides a management framework for harmonisation of conditions of employment.

Background: Although the COVID-19 pandemic's impact on students has already been studied, its impact on nursing students' perception of their training and their conception of their future profession is unknown. Aims: To describe nursing students’ perception of their involvement in reinforcement during the COVID-19 pandemic and the impact of working as reinforcement staff during the COVID-19 pandemic on nursing students. Design: Cross-sectional, comparative case/non-case study. Setting: nurse training institutions in France. Participants: “Cases” defined as nursing students who worked as reinforcement staff during the COVID-19 pandemic; “non-cases” defined as people who were in final year of nursing studies in 2018–2019 or 2019–2020 and so did not work as reinforcement staff during their nursing studies. Methods: questionnaire about representations of the nursing profession, role of the nurse in society, previous thinking of dropping out of nursing education. Results: 534 subjects included (310 cases; 214 non-cases). Cases reported feeling useful (38.6%) or very useful (25.7%) as reinforcement workers, while 91.5% concurred that nurses had an important role in the management of COVID-19 patients. Cases more frequently reported that the nursing profession is one where you save lives (61.5% vs 52.5%, p = 0.05). The desire to work as a nurse for a whole life had been more frequently expressed by cases (45.3% vs 34.8%, p = 0.05). Nursing education drop-out has been considered by 63.4% of subjects, without difference between “cases” and “non-cases” (p = 0.63). Subjects who considered dropping out of nursing education were younger (p = 0.01) and less often prone to think that the nursing profession was a profession personally rewarding (p = 0.01) and a life-saving profession (p = 0.03). Conclusion: The majority of nursing students reported feeling useful during the pandemic, and underlined the importance of the nurse's role in management of COVID-19 patients. Participation in reinforcement staff during the pandemic had no influence on dropping out of nursing education.

Abstract Background Psychological distress has been frequently observed in frontline healthcare workers under stress during the coronavirus disease 2019 (COVID-19) epidemic; however, it is unclear if there are differences in the stress and symptoms experienced by staff members who work exclusively in a COVID-19 ward and support staff temporarily deployed to a COVID-19 ward. The present study investigated psychosocial stress specific to the care for patients with COVID-19 and psychological distress among ward staff working exclusively with COVID-19 and temporary support staff. Methods The participants were full-time nurses and doctors working in COVID-19 wards or the ICU who provided face-to-face care to patients with COVID-19 during the COVID-19 outbreak in February of 2021. The data of 67 staff members (21 exclusively working with Covid-19 patients (group A) and 46 in the temporary support group (group B)) was available for study. Psychosocial stress specific to healthcare professionals during this COVID-19 outbreak (Tokyo Metropolitan Distress Scale for Pandemic [TMDP]) and general psychological distress (K6) were assessed. Results The K6 score was significantly lower in group B than in group A (p = .006), but no significant difference was found in the total score of TMDP or its subscales. Positive correlations were found between TMDP and K6 for group B (p = .011), as was the number of days of care on TMDP-social (rs = .456, p = .001). Conclusion Even though support staff members experienced lower psychological distress than staff working exclusively with COVID-19, COVID-19-related psychosocial stress specific to HCWs was comparable. The support staff also presented psychological distress associated with psychosocial stress specific to healthcare professionals during this COVID-19 outbreak, and the COVID-19-related social stress was enhanced as the number of working days increased. Our results show that all staff, not only those working exclusively with COVID-19 patients but also other support staff should be provided with care focusing on COVID-19-related psychosocial occupational stress.

Abstract Background Veterinarians and support staff have been reporting the negative mental health effects from client complaints (CC). A previous study was performed evaluating these effects in veterinarians however no such study has been performed on veterinary support staff (VSS). Objectiv The purpose of this study was to investigate the frequency and effects of CCs on VSS. Methods A cross sectional anonymous survey using a web‐based questionnaire was created evaluating the frequency, type, and effects from CC. The survey was distributed to five different VSS Facebook groups and respondents provided demographic information and reported the frequency and effects of such complaints. Results A total of 681 questionnaires were collected during the study period but 130 were incomplete and were excluded from analysis. This resulted in 551 completed questionnaires available for review. One hundred and ninety (34.4%) VSS reported being subject to a CC in the previous 6 months with cost of care the most common reason (78.6%). Two hundred and sixty VSS (47.2%) reported feeling depressed because of CCs made against them, 295 VSS (53.5%) stated CCs negatively affected their enjoyment of their job, and 146 (26.5%) have considered changing their career because of CCs. Conclusions CC have detrimental effects on VSS career satisfaction, mental health and hospital practices. Further studies are warranted to mitigate the detrimental effects of CCs.

Orientation: Workplace bullying is a common occurrence in organisations worldwide, and higher education institutions are no exception. Research purpose: This study was conducted with the aim of determining the perceptions of workplace bullying amongst academic and support staff at a higher education institution in South Africa and to ascertain how they are affected by selected sociodemographic variables. Motivation for the study: Currently, there are limited published research studies reporting on the prevalence and/or experience of workplace bullying at tertiary education institutions in South Africa. Research approach/design and method: The study used a quantitative-based survey design. The research setting was limited to one higher education institution in South Africa. The target population of the study comprised all academic and support staff of the institution. A web-based standardised questionnaire was used to collect the data. Main findings: The results revealed that the respondents experienced negative behaviours related to exclusion the most, followed by managerial misconduct, humiliation and belittlement and hostility the least. Practical/Managerial implications: Understanding and addressing workplace bullying is critical to counteract this problem in organisations. The longer the phenomenon is left unattended, the worse it will become and the more difficult it will be to combat. Employers can play a pre-emptive role in the prevention of and intervention in workplace bullying. Contribution/value-add: The study sheds light on the experiences of bullying at a South African university and adds to the body of literature on bullying in the tertiary education sector in the national context.

The purpose of this study was to examine the sexual health needs, beliefs, and access to resources for support staff of students with intellectual and/or developmental disabilities (IDD) in a postsecondary education (PSE) program. Sixteen support staff from a PSE program in the Southeast United States were recruited. Online surveys containing open-ended and Likert scale items were administered. Staff reported that students had limited sexual health knowledge and were uncomfortable discussing their sexual health. Majority of the staff had not attended any sexual health trainings. PSE programs lack the necessary sexual health policies for staff to effectively address studentsâ sexual health questions.

Orientation: A literature search for studies on the well-being of support staff of higher education institutions (HEIs) produced very little results. Appreciation was then used to identify elements that might enhance the well-being of a selected HEI’s support staff. Research purpose: The aim was to explore the strengths of a selected HEI that might serve as driving forces for enhancing its support staff’s well-being. Motivation for the study: The lack of research on the well-being of support staff motivated the study. A need was identified to explore driving forces that might enhance their well-being. Research design, approach and method: A literature review guided by theoretical perspectives and theories on staff well-being was conducted. Subsequently, a qualitative action research design involving an Appreciative Inquiry (AI) workshop with support staff of an institution was followed. Main findings: The following strengths that might serve as driving forces for enhancing the well-being of the institution’s support services staff were identified: hard-working and dedicated support staff, positive relations among colleagues, a willingness to adapt to change,good remuneration and benefits, job security and a supportive work environment. Appreciative Inquiry was found to be well suited for identifying such strengths, as opposed to methods that focus on identifying problems or weaknesses of an organisation. As a result of this study, the relevant institution might react and build on these identified strengths towards promoting the well-being of its support staff. Practical/managerial implications: Institutions should make an effort to enhance staff well being. The results of the study could also be used to encourage HEIs to use AI to establish optimal staff well-being. Contribution/value add: The study confirmed the power of appreciation to identify the strengths that might serve as driving forces for enhancing the well-being of support staff of an HEI.

Palliative care is increasingly delivered in the community but access to medicines, particularly ‘out of hours’ remains problematic. This paper describes the experience of developing a model to deliver pharmaceutical palliative care in rural Scotland via the MacMillan Rural Palliative Care Pharmacist Practitioner (MRPP) project. The focus of the service was better integration of the MRPP into different care settings and professional teams, and to develop educational resources for the wider MDT including Care Home and Social Care staff on medicine related issues in palliative care. A variety of integration activities are reported in the paper with advice on how to achieve this. Similarly, many resources were developed, including bespoke training on pharmaceutical matters for Care Home staff. The experience allowed for a three step service and sustainability model for community pharmacy palliative care services to be developed. Moving through the steps, the key roles and responsibilities of the MRPP gradually shift towards the local Community Pharmacist(s), with the MRPP starting from a locality-based hands-on role to a wider supportive facilitating role for local champions. It is acknowledged that successful delivery of the model is dependent on alignment of resources, infrastructure and local community support.

Orientation: After the 1994 democratic elections, South African organisations had to replace discriminatory policies with new policies to integrate all people and to embrace diversity. As a consequence stereotypes may be more prevalent in diverse working environments. Research purpose: The objective of this study was to explore the experience of stereotypes amongst the support staff within a higher education institution. Motivation for this study: Changes within South African working environments, and specifically higher education institutions, resulted in more diverse management teams and a more culturally diverse workforce. With this in mind, the experience of stereotypes may become more prevalent within South African working environments. Many researchers have focused on stereotypes; however, studies on stereotypes within South Africa are limited, especially within higher education institutions. Research approach, design and method: The research approach was qualitative and a case study design was employed. A combination of both quota and convenience sampling was used. The sample consisted of (N = 30) support staff within a higher education institution in South Africa. Semi-structured interviews were used to collect data. Main findings: The results indicated that the participants do experience stereotypes within their workplace and also hold stereotypes of other people within their workplace. The most prevalent stereotypes mentioned by participants were age, gender, racial and occupational stereotypes. There is also an indication that stereotypes have cognitive, emotional and behavioural effects on the stereotyped. Practical/managerial implications: Organisations should do away with stereotyping by embracing and managing diversity and dealing with stereotypes, specifically within higher education institutions. When managers are aware of stereotypes and the effects thereof in the organisation, they can make every effort to eradicate the stereotypes and address the impact thereof. Contribution: In an environment where there is a diverse workforce, stereotyping is more likely to exist. This study will provide useful information about stereotypes within a higher education institution seeing that there are a limited number of studies on this topic within South Africa and within this specific occupation. The results of the study will enlighten the organisation to become more aware of stereotypes and the debilitating impact that they have on the individual and the organisation, thereby providing the organisation with the opportunity to address stereotypes and the impact thereof on employees and the organisation.