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Aim: This two stage mixed methods study applied social cognitive theory to explore characteristics of diabetic medicines taking in people with diabetes. The aim was to compare frequency and factors associated with medicines taking (depression, perceived side-effects, self-efficacy and social support) in people with mild to moderate intellectual disability without intellectual disability, both with diabetes. Methods: Stage 1 collated information on diabetes medication taking and associated factors in 111 people with diabetes; 33 adults with mild to moderate intellectual disability and 78 adults without intellectual disability. Validated instruments measuring medicine taking, self efficacy, depressive symptoms, perceived level of social support and perceived side effects were administered to both 38 groups. Stage 2 used an abductive qualitative approach to triangulate stage 1 findings with carers (n= 12). Results: The instruments showed good internal reliability (Cα 0.7 – 0.9). Comparisons between people with intellectual disabilities and those without revealed similar frequency of medicines taking (70% vs 62%, p =0.41). People with intellectual disabilities and diabetes had significantly higher depressive symptoms as measured by the Glasgow Depression – LD score (p = 0.04), higher levels of perceived side effects (p = 0.01) and lower confidence levels as measured by the perceived confidence scale (PCS) ( p =0.01). Stage 2 describes how carers of people with intellectual disabilities and diabetes optimised medicines taking yet infrequently discussed medicines side effects. Conclusions: Further investigating medicines taking and side effects may result in development of any evidence informed intervention to improve medicines safety in people with intellectual disabilities.

Developing strategies to support student nurses' health is a global priority for healthcare organisations and governments. This is because emerging international evidence indicates that improvements in student nurses' health are required to increase the longevity of careers and reduce the loss of time, skill and financial cost of sickness absence and workforce exit. However, we do not know what intervention strategies student nurses think would support their health. The study aim was to explore student nurses' views on factors that influence health-related behaviours and strategies that could improve health. Data were collected through participatory activities during focus groups with student nurses in Scotland. Analysis was theoretically informed and involved mapping to the Behaviour Change Wheel framework. Students identified several factors that influenced health-related behaviours. Four were ranked most important: knowledge, culture, time constraints, and stress. Strategies student nurses thought should be prioritised to improve nurses' health-related behaviours were: stimulating a health-promoting environment by reviewing shift work, improving workplace support, increasing staffing levels, subsidising and role-modelling of healthy food and exercise; and creating applied health-promoting curricula by integrating time and stress management training and lifestyle advice into nursing education. Educational and environmental interventions are needed to support student nurses’ health.

Violence and aggression towards nurses are global concerns. Despite repeated research on causal factors and widespread “zero tolerance” campaigns, rates of violence and aggression have not declined. Violence and aggression towards nurses can negatively affect their health and ultimately patient care. Media reporting of violence and aggression towards nurses might shape people’s perceptions of the profession, perhaps impeding nurse recruitment and retention efforts in the face of global nursing shortages.The purpose of this study was to determine how print media in Scotland depicted reports of violence and aggression towards nurses. We used qualitative thematic analysis of newspaper articles and online news reporting of incidents of violence and aggression towards nurses between June 1, 2006 and May 31, 2016. Searches of Nexis and BBC News Online databases returned 92 relevant newspaper articles. Standards for Reporting Qualitative Research (SRQR) informed presentation of results. Key themes included blame (of perpetrator or senior management), helplessness (of nurses specifically or victimization), culture (social or organizational), and prevention and reduction measures. We concluded that media coverage of violence and aggression was overwhelmingly negative and reductionist. Normalization of violence and aggression was an accepted and acceptable part of the nursing role. We conclude with recommendations for policy and call for nurse leaders to challenge this culture of acceptability, especially to support recruitment and retention of nursing staff.

Aims and Objectives: to undertake an analysis of UK national daily newspaper coverage of accident and emergency treatment targets, in order to understand if the media could be seen to be creating a scandal.\ud \ud Background: Emergency Department treatment targets have become common in developed countries. In the United Kingdom (UK), hospitals are required to treat and discharge patients within four hours, and statistics are published daily. Breaches of targets are regularly reported by the UK print media. \ud \ud Design: exploratory research of tabloid newspaper articles that reported on four-hour treatment targets in the UK during a seven-month period over the winter of 2014-15 (n=1,317). An interpretivist thematic approach was utilised during analysis.\ud \ud Results: The main ‘problem’ identified by newspapers was the failure to meet the target, rather than negative effects on patient care (where they existed). Proposed solutions were diverse. Many articles did not describe who was to blame for the failure. \ud \ud Conclusion: We conclude that the media created a feeling of scandal, and hypothesise that this is related to political reasons and the availability of data on a daily basis.\ud \ud Relevance to clinical practice: it is important for nursing staff to understand the influence of the media on patients and how stories are reported.

Background: As with the general population, people with intellectual disabilities are ageing, are living longer often with co-existing complex needs and with more requiring care and support. The focus of care is community-based rather than institutional and it is therefore necessary to ensure that the workforce responsible for delivering care has the appropriate knowledge and skills to safely deliver the interventions required. Aims: The aim of this review is to evaluate the scope of invasive clinical interventions that social care support workers are currently delivering and the preparation received to undertake these procedures or the knowledge held about the intervention. Methods: A search of educational, health, psychology, and social science databases was conducted, using a variety of combinations of search words to detect relevant literature. Only five studies published between 1999-2013 were identified and included in the review. Findings: The evidence shows that education can improve social carer’s knowledge and when education is undertaken it needs to involve both a theoretical and practice-related component. The current evidence is limited due to the small number of studies identified and the limitations of the study designs that were adopted. Discussion: More research is required to identify whether invasive clinical interventions currently being delivered by these social care support workers and the effectiveness and appropriateness of the education staff are receiving in relation to these.