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Introduction: While there are several web-based mental health interventions, few target higher education (HE) students. Importantly, more research is needed to establish their effectiveness. Here, we provide a pragmatic evaluation of an online intervention (MePlusMe) specifically designed to improve the mental health, well-being, and study skills of HE students. Methods: In accordance with the published protocol for a feasibility study, we recruited a convenience sample of 137 HE students to participate in an eight-week intervention, with 26 participants retained at week 8. Validated measures of mood (depression and anxiety), well-being, and self-efficacy were collected at baseline, 2, 4, and 8 weeks, alongside two feedback forms assessing design and functionality (baseline) and engagement (week 4 and 8). Results: We observed significant reductions in levels of anxiety and depression as well as increases in well-being, but no changes in self-efficacy. Participants rated the system design and functionality positively and qualitative findings indicated high levels of satisfaction with MePlusMe. Discussion: Findings support both the acceptability and the effectiveness of MePlusMe. Nonetheless, modest retention rates limit the precision and generalisability of these findings. Further investigation should ascertain optimal duration of engagement, most acceptable means of outcome assessment, and further detail about obstacles to utilisation. [ABSTRACT FROM AUTHOR]

In this article, I examine patterns of literacy use in the daily life a rural community in the Papua New Guinea highlands. It is demonstrated that many of these practices do not correspond to the ways in which agencies responsible for imparting literacy, particularly the local school, intend. Instead, village concepts of prestige, chance, and reciprocity are influential in shaping literacy practices, and the uses are governed by local associations and preoccupations with modernity.

Objective: To identify healthcare professionals' perceived barriers and facilitators to clinical practice guideline implementation within stroke rehabilitation. Data sources: CINAHL, MEDLINE, EMBASE, AMED, Cochrane library, Academic Search Complete and Scopus. Additional papers were identified through hand searching. Review methods: The review followed the Preferred Reporting Item for Systematic Reviews and Meta-Analysis Protocols systematic review approach. Any empirical research that provided qualitative data on healthcare professionals' perceived factors influencing clinical guideline implementation in stroke rehabilitation was included. One reviewer screened all titles and abstract reviews (n = 669). Another two reviewers independently screened 30% of title and abstract reviews, followed by full-text reviews (n = 61). Study quality was assessed using the mixed-method appraisal tool. Results: Data from 10 qualitative, six quantitative and six mixed-method studies published between 2000 and 2022, involving 1576 participants in total, were analysed and synthesised using modified thematic synthesis approach. The majority of participants were therapists n = 1297 (occupational therapists, physiotherapists, speech and language therapists). Organisational factors (time constraints, resources) alongside healthcare professionals' lack of knowledge and skills were the most cited barriers to guideline implementation. Contradictory attitudes and beliefs towards stroke guidelines applicability to real-life clinical practice and their evidence base were reported. Organisational support in the form of training, local protocols, performance monitoring and leadership were reported as perceived facilitators. Conclusion: Barriers and facilitators are multifactorial and were identified at guideline, individual, team and organisational levels. There is a need to translate perceived barriers and facilitators into implementation interventions especially addressing organisational-level barriers. [ABSTRACT FROM AUTHOR]

Surveyed male and female preservice elementary teachers regarding factors influencing their decisions to become teachers. Females were motivated by perceived intrinsic aspects of elementary teaching but emphasized perceived extrinsic aspects. Males were aware of the feminization of elementary teaching but considered a male presence in elementary schools important. Males understood they had to confront societal negativity about their career choice. (SM)

Abstract Background Men who have sex with men (MSM) remain the group most at risk of acquiring HIV infection in Britain. HIV prevalence appears to vary widely between MSM from different ethnic minority groups in this country for reasons that are not fully understood. The aim of the MESH project was to examine in detail the sexual health of ethnic minority MSM living in Britain. Methods/Design The main objectives of the MESH project were to explore among ethnic minority MSM living in Britain: (i) sexual risk behaviour and HIV prevalence; (ii) their experience of stigma and discrimination; (iii) disclosure of sexuality; (iv) use of, and satisfaction with sexual health services; (v) the extent to which sexual health services (for treatment and prevention) are aware of the needs of ethnic minority MSM. The research was conducted between 2006 and 2008 in four national samples: (i) ethnic minority MSM living in Britain; (ii) a comparison group of white British MSM living in Britain; (iii) NHS sexual health clinic staff in 15 British towns and cities with significant ethnic minority communities and; (iv) sexual health promotion/HIV prevention service providers. We also recruited men from two "key migrant" groups living in Britain: MSM born in Central or Eastern Europe and MSM born in Central or South America. Internet-based quantitative and qualitative research methods were used. Ethnic minority MSM were recruited through advertisements on websites, in community venues, via informal networks and in sexual health clinics. White and "key migrant" MSM were recruited mostly through Gaydar, one of the most popular dating sites used by gay men in Britain. MSM who agreed to take part completed a questionnaire online. Ethnic minority MSM who completed the online questionnaire were asked if they would be willing to take part in an online qualitative interview using email. Service providers were identified through the British Association of Sexual Health and HIV (BASHH) and the Terrence Higgins Trust (THT) CHAPS partnerships. Staff who agreed to take part were asked to complete a questionnaire online. The online survey was completed by 1241 ethnic minority MSM, 416 men born in South and Central America or Central and Eastern Europe, and 13,717 white British MSM; 67 ethnic minority MSM took part in the online qualitative interview. In addition 364 people working in sexual health clinics and 124 health promotion workers from around Britain completed an online questionnaire. Discussion The findings from this study will improve our understanding of the sexual health and needs of ethnic minority MSM in Britain.

Background: With improved survival rates in critical care, increasing focus is being placed on survivorship and how best to support patients in returning to their former activity. Little is known about what support patients themselves view as important, and this has implications for the efficacy and acceptability of services provided. Objectives: To describe former critical care patients' perspectives on the support needed to optimize recovery. Study design: This is a qualitative exploratory study of the experiences of support received by critical care survivors. Research methodology: Semi‐structured interviews were undertaken with 12 critical care survivors recruited from a charity and a patient and public involvement group. The interviews were analysed using thematic analysis to describe patterns in the participants' experiences. Findings: Four themes of support were described: effective management of transfer anxiety, tailored information provision, timely access to services and a supportive social network. Conclusion: Survivors of critical care should be equipped with information about their critical care stay, ongoing health issues and recovery and should be provided with holistic care at home. Critical care follow up was an effective way of meeting many of these needs, but this needs to be flexible to be useful to attendees. Peer support groups (face‐to‐face and online) provided information, reassurance, a social network and an avenue for those who had longer‐lasting problems than current services provide for. Relevance to clinical practice: Whilst there are commonalities in the problems faced by critical care survivors, recovery is highly individualized, and current support services do not have sufficient flexibility to cater for this. This study shows that many survivors experience after‐effects of critical care that outlast the support they are given. These longer‐term survivors are often excluded from research studies because of fears of recall bias, resulting in poor understanding of their experiences. [ABSTRACT FROM AUTHOR]

Background: There is a dearth of research into the mental health of gay men, lesbians and bisexual men and women in the UK.Aims: To assess rates and possible predictors of mental illness in these groups.Method: A comprehensive assessment was made of the psychological and social well-being of a sample of gay men, lesbians and bisexual men and women, identified using 'snowball' sampling.Results: Of the 1285 gay, lesbian and bisexual respondents who took part, 556 (43%) had mental disorder as defined by the revised Clinical Interview Schedule (CIS - R). Out of the whole sample, 361 (31%) had attempted suicide. This was associated with markers of discrimination such as recent physical attack (OR=1.7, 95% CI 1.3-2.3) and school bullying (OR=1.4, 95% CI 1.1-2.0), but not with higher scores on the CIS-R.Conclusions: Gay, lesbian and bisexual men and women have high levels of mental disorder, possibly linked with discrimination. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a study which examined the factors influencing the choice of primary teaching as a career option among A-level students and how these factors differ between males and females. The views of males were of particular importance given the current disquiet in relation to recent trends in the recruitment of males as primary-school teachers. The paper reports that primary teaching is highly regarded as a career by all sixthformers, in that it is seen as performing a moral service to society, as being mentally stimulating and as likely to offer a high degree of job satisfaction. However, primary teaching is seen as lacking in salary and status. Male sixth-formers are aware that males are in a minority in primary schools and assert the value of a male role in younger children's educational experience. Most are also aware that they may have to confront societal negativity about males working closely with young children. This perceived negativity manifests itself in three ways. Firstly, primary teaching is seen as an occupation already dominated by females; males are much more gender-sensitive when it comes to career choice than are females. Secondly, contemporary male teenage culture sees teaching as inherently unfashionable and males indicate that a desire to enter primary teaching could evoke derision from their school peers. Thirdly, the currency of child-abuse awareness in recent years has made males wary of close contact with young children. Female sixth-formers do not report concerns about any of these factors. The paper proposes that halting the decline in numbers of male primary teachers is a task which requires the intervention and contribution of a variety of agencies and bodies, and suggests that the content and dissemination of career information on primary teaching could be reviewed. [ABSTRACT FROM AUTHOR]