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Why you should read this article: • To understand the historical context of the enrolled nurse (EN) and nursing associate (NA) roles • To consider the contribution of roles such as the NA to the overall nursing workforce • To learn about how the experiences of previous roles such as the EN can inform the development of new nursing roles. Background: The enrolled nurse (EN) role (second-level registration) was formalised in the UK in 1961 but phased out from the mid-1980s and training courses leading to second-level registration had ceased completely by 1992. The training and practice experiences of former ENs have garnered interest in recent years due to the similarities between the EN role and the nursing associate (NA) role, which was introduced in England in 2017 to help bridge the gap between healthcare assistants and registered nurses. Aim: To explore the past experiences of former ENs to provide a historical lens through which the contemporary role of the NA can be considered. Method: Semi-structured interviews were undertaken with nine former ENs in learning disability and mental health. Findings: Thematic analysis of interview transcripts generated four main themes – ‘the numbers’, ‘just an enrolled nurse’, ‘a stepping stone’ and ‘considerations for the NA’. Participants valued their EN training and role and believed it had provided them with a foundation on which they could make important contributions to nursing care throughout their careers. However, they also described having a perceived ‘lower status’ than registered nurses, but at the same time were expected to assume responsibilities beyond their scope of practice during workforce shortages. Participants welcomed the concept of the NA role and regarded it as a way of building a strong and reliable nursing workforce but were concerned that NAs could be exploited as a ‘cheaper nursing workforce’ and about the lack of role clarity among the wider nursing and healthcare workforce. Conclusion: Lessons from the historical experiences of former ENs should guide the ongoing development of new roles such as the NA, particularly in relation to ensuring the wider nursing and healthcare workforce are clear about the scope of the role. [ABSTRACT FROM AUTHOR]

For people with severe or profound intellectual disability (ID), support staff are important interaction partners. The quality of their interactions, a multidimensional construct, is well documented, but the staff perspective remains underexposed. This study aims to capture the behaviors, thoughts, and emotions of staff when interacting with their clients, and their views on what constitutes quality. Thirty-four support staff completed a 5-day diary about a daily interaction with a specific client. A thematic analysis was carried out. The diary entries depicted behaviors and thoughts with different foci, and emotions with positive and negative valences. The pursuit of Harmonization and the experience of Return emerged as overarching dimensions central to staff's views on quality interaction. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To refresh your knowledge of the nursing associate role and the reasons why it was introduced • To recognise the barriers and challenges in implementing the nursing associate role in general practice • To consider how the nursing associate role could be better supported and more widely accepted in general practice. Background: The nursing associate role was introduced to help reduce staff shortages in the NHS by bridging the gap between healthcare assistants and nurses. However, there is evidence that its implementation in general practice has been limited. Aim: To understand why, how and to what extent the nursing associate role has been implemented in general practice and what the barriers and enablers have been. Method: Semi-structured interviews and focus group discussions were conducted with a purposive sample of general practice staff in north east England. Template analysis based on a priori themes drawn from the literature was used to analyse the data. Findings: A total of 17 interviews and three focus group discussions were conducted with 29 GPs, managers, nurses, nursing associates, trainee nursing associates and healthcare assistants from five general practices. The barriers to the implementation of the new role included a lack of clarity about the place and purpose of nursing associates, a mismatch between nursing associate training and practices’ needs, tensions around professional boundaries, and challenges in developing a professional identity. Conclusion: In general practice settings, the role of nursing associate is not yet fulfilling its original purpose and it needs to be better supported, accepted and implemented. [ABSTRACT FROM AUTHOR]

This study assessed the influence of working conditions on the performance of support staff in public secondary schools within Nakuru County, Kenya. The objectives of the study were to: determine influence of work relationships and remuneration on work performance of support staff respectively. The study adopted the mixed methods research approach using the concurrent embedded design. Herzbergs' two-factor theory provided the theoretical framework with a target population of 3,258 comprising of 362 principals, 362 deputy principals and 2, 534 support staff. Yamanes' (1973) formula was used to determine a sample of 356 comprising of (40) principals, (40) deputy principals and (272) support staff who were selected by way of the stratified sampling technique. Semi-structured questionnaires were used to collect quantitative and qualitative information from principals and deputy principals, while support staffs provided quantitative and qualitative information through semi-structured interview schedules. Quantitative data collected was analyzed descriptively and inferential statistics generated while qualitative data was analyzed thematically based on the research objectives. The findings show that: work relationships and remuneration had the Pearsons' correlation coefficient (R) of .724 and .678 respectively. The R² computed yielded values of .524 and .460 for working relationships and remuneration respectively suggesting that working relationships explained 52.4% of work performance of support staff while remuneration explained 46% of work performance. As a result of these findings, it was concluded that working conditions (work relationships and remuneration) moderately but positively influenced work performance of support staff in public secondary schools in Nakuru County. These findings are particularly important to School Boards of Management and the Ministry of Education who can utilize them to enhance work performance of support staff by enriching their working conditions. Further research to develop schemes of service for support staff across all public secondary schools is recommended in order to bolster their work performance. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To familiarise yourself with what nursing associate apprenticeships involve • To read about apprentice nursing associates’ experiences of home placements in primary or social care • To explore factors that may support or hinder apprentice nursing associates’ professional development. Background: An increasing number of apprentice nursing associates undertake their home placement in primary care or social care, but there is limited understanding of apprentice nursing associates’ experiences in these settings. Aim: To explore apprentice nursing associates’ experiences of a home placement in primary care or social care and provide initial insight into what may support or hinder their professional development in these settings. Method: A mixed-methods study design was used with qualitative interviews complemented by a quantitative survey. Participants were recruited among 27 current or former apprentice nursing associates studying at one London university. Eleven current or former apprentices were interviewed and 15 completed the survey. Findings: Participants’ motivations for applying to become nursing associates were to develop professionally and advance their careers. They experienced supportive learning environments where they felt part of the team, but also unsupportive learning environments where they were denied protected learning time and supervised practice. Several participants experienced unfair treatment and abuses of power, including non-payment for university days and external placements, sexual harassment and marginalisation. Conclusion: Apprentice nursing associates can have suboptimal experiences of home placements in primary care or social care and be subjected to unfair treatment and abuse. Urgent action is required from higher education institutions and employers to ensure apprentice nursing associates are adequately supported. [ABSTRACT FROM AUTHOR]

Sexual health includes physical, emotional, mental, and social wellbeing related to sexuality. Given people with mild intellectual disabilities' reliance on relatives and support staff, it is important to explore the latter's understanding of sexual health. Relatives (n = 7) and support staff (n = 15) of people with mild intellectual disabilities participated in a concept mapping procedure that included brainstorming, sorting and ranking activities. An expert group interpreted the results. Relatives and support staff identified aspects of sexual health of people with mild intellectual disabilities, including sexual preferences, sexual behaviour and support and education. While relatives prioritised relationships, support staff emphasised sexual identity. The study highlights the necessity of adopting a comprehensive approach to sexual health for people with mild intellectual disabilities. This approach should consider developmental perspectives, incorporating support, education and a positive attitude towards their sexual health. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

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: People with intellectual disabilities are less physically active and suffer from ill‐health more than the general population. Support staff play an important role in the person's life. This study aimed to explore the support staff's experiences regarding the feasibility of adapted web‐based exercise for people with intellectual disabilities. Method: Participants with intellectual disabilities living in community‐based settings were recruited for a web‐based exercise study. Eight semi‐structured interviews were carried out with their support staff before and after the intervention period. Results: The main theme, 'Support staff are crucial for feasibility' encompasses the importance of communication, structure, and motivation in improving physical activity for people with intellectual disabilities. Conclusion: The experiences of support staff, indicate that a web‐based exercise program is feasible for the target group, and one way to overcome challenges for PA, where the role of the staff is crucial. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To acknowledge the need for trainee nursing associates to develop their understanding of person-centred mental healthcare • To recognise the benefits of involving mental health experts by experience (EBEs) in the education of nursing staff • To read about a project involving the development of long-term one-to-one relationships between trainee nursing associates and EBEs Stigma around mental illness persists in healthcare practice and education. This article details a project undertaken to develop long-term relationships and facilitate learning between trainee nursing associates and mental health experts by experience (EBEs). The project was evaluated using questionnaires and feedback from the students and EBEs involved. The relationships that developed between students and EBEs had many positive implications for students' future practice, with benefits including enhanced understanding of person-centred care, the importance and development of communication skills, holistic views of long-term conditions and increased motivation for undertaking a nursing role. The project also had benefits for the EBEs, such as reciprocal learning opportunities, employment experiences and improved health and well-being. The authors suggest that instead of didactic or one-off encounters with EBEs in education settings, long-term EBE involvement should be implemented. This could help to achieve sustainable reductions in the stigma around mental health and increase students' knowledge of mental health, mental illness and recovery. [ABSTRACT FROM AUTHOR]

In this article, we explore the notion of sensemaking during the COVID-19 pandemic. Exploring sensemaking in periods of disruption and uncertainty can provide a deeper understanding of how distance education institutions can navigate future disruptions. We focus on support staff employed at one institution and their experience during remote work as a result of lockdown measures. Support staff are essential for the effective functioning and success of distance institutions. We use sensemaking as a conceptual and theoretical framework to understand staff experience of how their roles changed because of lockdown measures. Four participants were interviewed on digital platforms. All were involved in sensemaking by exploring the wider system, creating a map of their new work environment, acting to change their work system, and subsequently learning from it. It was also found that their sensemaking includes both affective and cognitive elements. We recommend that sensemaking theories and conceptual frameworks be used to further understand sensemaking in distance education support services during times of change. [ABSTRACT FROM AUTHOR]

This research explored how perceived organisational politics and justice predicts work performance among support staff at Joseph Sarwuan Tarka University, Makurdi. A cross-sectional survey design was employed, involving 322 support staff selected through proportionate sampling. Data were gathered using the perception of organisational politics scale, organisational justice scale, and the Individual Work Performance Questionnaire. Three hypotheses were tested, with the data analysed using descriptive statistics, inferential statistics, and both multiple linear and standard multiple regression analyses. Results from the first hypothesis indicated that organisational politics had a significant influenced on work performance among the support staff [R=.832, R²=.693, F(3,318)=239.061, p<.01]. The second hypothesis revealed that organisational justice significantly influenced work performance among the support staff [R=.553, R²=.306, F(3,318)=46.682, p<.01]. Conversely, hypothesis three indicated that organisational politics and organisational justice, when considered together, did not significantly influence work performance among the support staff [R=.790, R²=.624, F(2,319)=264.367, p<.01]. It was therefore recommended that there is an important need to promote transparent communication by enhancing communication channels to ensure transparency in decision-making processes. Also, government, public, and private sectors should develop and enforce policies that promote fairness, transparency, and equity in educational institutions. [ABSTRACT FROM AUTHOR]

There is growing understanding of the extent of mental health problems, and related mental health needs, among elite athletes. However, far less attention has been paid to mental health among elite coaches and high-performance support staff, the latter including strength and conditioning coaches, physiotherapists, sport psychologists, and other allied health workers in the daily training environment (high-performance support staff are referred to collectively as "entourage" throughout this article). The scarcity of research examining mental health among elite coaches and entourage warrants urgent attention, particularly given these individuals share similar performance demands and role-related stressors as elite athletes. This article reviews the available literature on this topic, including (1) an empirical study conducted by the authors with a sample of coaches and entourage from Australia's national high-performance sport system and (2) a case example to illustrate sport-specific and general risk factors that are likely to impact mental health in elite sporting environments. Avenues for supporting mental health among coaches and entourage are discussed. [ABSTRACT FROM AUTHOR]

With vision being our most powerful sense and cerebral vision impairment (CVI) being a growing concern in our special schools, it is crucial that support staff working with children have a thorough understanding of both CVI and how to support their individual levels of functional vision. Creating an inspiring new innovation to support learners with profound and multiple learning difficulties (PMLD) was the focus of this research. Using an approach provided by the Education Endowment Foundation, questionnaires were given to all 49 support staff; training via PowerPoint was then provided to volunteer participants who also spent time using the innovation in the classroom. The main findings were that the training increased participants' overall confidence in CVI and how to support learners with a visual impairment. Using the innovation in the classroom also positively impacted the participants' daily practice. Potential challenges such as ensuring staff all have a thorough understanding of the innovation and having a suitable learning environment for visual work were identified. [ABSTRACT FROM AUTHOR]

Swimming analysts aid coaches and athletes in the decision-making by providing evidence-based recommendations. The aim of this narrative review was to report the best practices of swimming analysts that have been supporting high-performance athletes. It also aims to share how swimming analysts can translate applied research into practice. The role of the swimming analyst, as part of a holistic team supporting high-performance athletes, has been expanding and is needed to be distinguished from the job scope of a swimming researcher. As testing can be time-consuming, analysts must decide what to test and when to conduct the evaluation sessions. Swimming analysts engage in the modelling and forecast of the performance, that in short- and mid-term can help set races target-times, and in the long-term provide insights on talent and career development. Races can be analysed by manual, semi-automatic or fully automatic video analysis with single or multi-cameras set-ups. The qualitative and quantitative analyses of the swim strokes, start, turns, and finish are also part of the analyst job scope and associated with race performance goals. Land-based training is another task that can be assigned to analysts and aims to enhance the performance, prevent musculoskeletal injuries and monitor its risk factors. [ABSTRACT FROM AUTHOR]

People with mild to borderline intellectual disabilities face many barriers toward their sexual health. To promote sexual health and overcome these barriers, they need individualized forms of sexuality support and education. To align sexuality support and education insight is needed on their understanding of sexual health. The current paper aims to provide greater insight in what sexual health consists of according to people with mild to borderline intellectual disabilities. Nine people with a mild to borderline intellectual disability participated in a concept mapping procedure, consisting of brainstorming, sorting, and ranking the statements. The resulting clusters and concept map were interpreted by an expert group. Analysis resulted in five clusters which participants considered important for their sexual health. According to people with mild to borderline intellectual disability cluster pertaining to romantic relationships and sexual socialization were the most important. These were followed by clusters on sexual health and lastly sexual selfhood. These results have implications for the development of sexuality support and education, as well as further research. [ABSTRACT FROM AUTHOR]

Background: Professional support for people with intellectual disabilities is increasingly delivered remotely. Understanding what support workers do to support people with intellectual disabilities remotely, and how they do this, is therefore important. The purpose of this study was to gain insight into the remote support practice of the support staff of the Dutch service DigiContact. Methods: A qualitative study was performed in which we followed an inductive‐iterative process and used different sources of information: documents, interviews with people who are supported by DigiContact and their caseworkers, and interviews with DigiContact support workers. Findings: Seven themes were constructed and described. Four themes reflected the support activities of DigiContact support workers, and three themes reflected qualities that guide how the support is provided. Conclusions: A remote support context can bring both challenges and opportunities to the practice of supporting people with intellectual disabilities. The findings can be useful for service organisations who are contemplating the adoption of remote support initiatives for people with intellectual disabilities. Accessible summary: This research was conducted by a team of researchers. One of the researchers had experience with living with an intellectual disability.This research is about remote support. Remote support is support that is provided from a distance, for example through video calls or phone calls. In the Netherlands, there is a service that provides remote support. This service is called DigiContact.We wanted to know what DigiContact support workers do to support people.We found that the support workers try to make people feel welcome and safe. They help people to use their own skills, knowledge and talents to solve problems. It is important that the support workers work together with other support workers who provide onsite support.The results are interesting for anyone who wants to know what remote support is and what it can do. The results can also give organisations ideas on how they can organise remote support. [ABSTRACT FROM AUTHOR]

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.

The implementation of technology in home-based services takes place in contextualised socio-material practices negotiated through interactions between a diversity of actors. Prerequisites for succeeding in this process are time and competence, and that use of the technology is experienced as meaningful, for both the support staff and the resident. In this article, we investigate how implementation of cognitive assistive technology (CAT) in home-based services for young adults with intellectual disabilities influences the support staff's professional practice. The participants are eight support staff members, five women and three men. Data were collected through two group interviews, the second one 8 months after the first one. The data were analysed according to a systematic text condensation (STC) approach. Implementation of CAT is a demanding process, revealing different perspectives on professionalism and changing power relations, and entails a new way of working for the support staff. [ABSTRACT FROM AUTHOR]

In partnership with the Canadian Mental Health Association, Ontario Division, the purpose of this study was to conduct a post-season evaluation of the effectiveness of a mental health and suicide-awareness program called Talk Today, delivered to elite adolescent male hockey players and their support staff. The study was conducted using a sequential explanatory mixed-methods design that began with a quantitative phase followed by a qualitative phase. In total, 105 participants (49 athletes, 56 staff) completed online questionnaires and 12 (6 athletes, 6 staff) participated in qualitative interviews. Results integrated quantitative and qualitative findings to examine participants' perceptions of acceptability of the program, acquisition and application of knowledge, and perceptions of stigma following the program. Findings revealed that 78% of athletes and 90% of staff reported high levels of satisfaction with the program, 85% of athletes and 87% of staff felt they acquired knowledge on mental health including access to resources, and 68% of athletes and 87% of staff felt they could provide more effective support to individuals with mental health issues. Participants felt the program helped them to identify, approach, and support someone experiencing mental health issues. Additionally, participants reported lower levels of personal stigma in comparison to levels of public stigma towards persons with mental health problems. Overall, results suggest a high level of openness to a mental health and suicide-awareness program among elite male adolescent athletes. Given that this group typically holds negative attitudes towards mental health, these findings are promising for the future implementation of such programs. [ABSTRACT FROM AUTHOR]

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 FROM AUTHOR]

Objective: To learn about the challenges, policies, and needed resources to serve people with intellectual disability and protect staff during the COVID-19 pandemic. From the perspective of intellectual disability service providers. Methods: We conducted in-depth qualitative interviews with 16 intellectual disability organization administrators throughout Illinois, USA from November 2020 through February 2021. We coded and analyzed the data using thematic analysis. Results: Three major themes emerged: (1) COVID-19 caused considerable challenges to people with intellectual disability and staff and service providers, (2) intellectual disability organizations reinvented service provisions in response to COVID-19 challenges, and (3) the interrelatedness of intellectual disability organizations, public policies, and community entities became evident. Conclusions: Exhibiting responsiveness to needs and developing innovative solutions were strategies championed by intellectual disability organizations during the pandemic. Fostering collaboration with community entities may assist these organizations in navigating pandemic challenges and developing resilient infrastructure for future environmental threats. [ABSTRACT FROM AUTHOR]

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.

Across Europe, ongoing changes in higher education, such as the stagnating (even decreasing) percentage of permanent or tenure‐track jobs, and the reduced government budgets impress on us the need to conduct empirical research on the dynamics of the careers in this sector. In this study, we focussed on career success in higher education, and specifically examined the relationship of career commitment with objective and subjective career success, and the mediating role of employability in this relationship. Participants were drawn from across occupational roles including academic and support staff (N = 354) in a large Dutch university. Process macro's for SPSS were used to test our hypothesized model. We found that career commitment was particularly related to three out of the five dimensions of employability (i.e., anticipation and optimisation, personal flexibility, and corporate sense). There also was positive association between employability and objective and subjective career success. Furthermore, personal flexibility and corporate sense fully mediated the relationship between career commitment and objective career success. Corporate sense partially mediated the relationship between career commitment and subjective career success. Unexpectedly, staff status was not a moderator. Different explanatory mechanisms seem to operate between career commitment and forms of career success. Our study implies that for university staff, it is important to actively invest in their employability, with a special focus on one's corporate sense, and to be supported in this by their surrounding stakeholders (i.e., their family, friends, peers, direct supervisor, and employer). In this way, they will be able to increase their career success and add to the sustained competitive advantage of their employers. [ABSTRACT FROM AUTHOR]

Background: Studies about teams of staff supporting people with intellectual disability have focused on team performance of existing teams. This study aimed to examine important factors in the process of setting up a new team of support staff. Specifically, we considered the process for a team that supports service users with mild intellectual disability or borderline intellectual functioning who display severe challenging behaviour from the orthopedagogical perspective (i.e., with a focus on contextual factors). Method: Three participant groups (service users, support staff, and professionals supporting a team) participated in a concept mapping procedure, including generating statements in interviews and focus groups, sorting, and rating. An expert group interpreted the results. Results: Important factors to one or more groups were: service users and support staff getting acquainted early, team safety, social support, a shared vision, and a positive reputation of the new home. Conclusions: Four core outcomes were addressed that may help service organisations to provide an environment matching the needs of service users who show severe challenging behaviour from the start. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore the school climate in the school as an educational organization that changes depending on social changes and adapts to the new demands of society. The basic idea was to evaluate success and see how the school climate encourages learning and teaching and how motivated students and teachers are to learn and work. The analysis was made with the help of a Survey conducted in 156 schools in Northern Macedonia and 2673 responses of students, 86 responses of school staff, and 244 teachers from the Ladue Schools School Climate Survey in the United States. The methods used in the study define the goals of the research, the conceptualization, and the analysis of the situation with the school climate. The key results and arguments of the paper have expanded existing research, which has shown that the school climate relies on the example of the school life experience of students, parents, and school staff. The data were collected, processed, and systematized to serve the model formulation. In conclusion, the study suggested encouraging the contribution of all members of the school community, including students, parents, school staff, and school management. [ABSTRACT FROM AUTHOR]

Background: Professional support for people with intellectual disabilities is increasingly provided remotely. This study explores what support staff of the Dutch remote support service DigiContact experience as distinctive aspects of their job as a remote support professional. Method: Semi‐structured interviews were held with 10 DigiContact support workers. The transcripts were analysed through a qualitative content analysis process. Results: Six themes were identified that reflect distinct aspects of the participants' work within the DigiContact remote support context: being encouraged to adopt a solution‐oriented coaching support style; being limited in one's support options; facing considerable diversity; providing support as one team; dealing with unpredictability; and navigating the dynamic within work shifts. Conclusions: The way support is organised and delivered can have substantial implications for support professionals. Working at a service like DigiContact seems to call for specific skills, knowledge, affinities and experience, and for appropriate support and facilitation from organisations. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand some of the benefits that the nursing associate role can bring to community and primary care nursing teams • To be aware of the challenges involved in training and embedding nursing associates in community and primary care settings • To recognise the need for clarity on the boundaries and expectations of the nursing associate role in community and primary care settings Nursing associates have been part of the health and social care workforce in England since 2017 and are starting to contribute to managing workforce challenges. However, little is known about the nursing associate role in community and primary care settings. This article provides an overview of what is known about the nursing associate role in community and primary care settings and introduces some emerging findings from recent research. The article identifies some of the benefits that nursing associates can bring to community and primary care nursing teams and some of the challenges involved in training and embedding nursing associates in these sectors of the health and social care workforce. [ABSTRACT FROM AUTHOR]

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.

Background: There is growing understanding of mental health needs in elite athletes, but less is known about the mental health of coaches and support staff who work within elite sport settings. This study examined the prevalence and correlates of mental health symptoms in elite-level coaches and high-performance support staff (HPSS) and compared rates against published elite athlete samples. A cross-sectional, anonymous, online survey was administered to coaches and HPSS working in Australia's high-performance sports system. Main outcomes were scores on validated measures of psychological distress, probable 'caseness' for a diagnosable psychological condition, alcohol consumption and sleep disturbance. Results: Data were provided by 78 coaches (mean age = 46.4 years, 23.8% female) and 174 HPSS (mean age = 40.0 years, 56.7% female). Overall, 41.2% of the sample met probable caseness criteria, 13.9% reported high to very high psychological distress, 41.8% reported potential risky alcohol consumption and 17.7% reported moderate to severe sleep disturbance, with no statistically significant differences between coaches and HPSS. The most robust correlates of psychological distress and probable caseness were dissatisfaction with social support and dissatisfaction with life balance, while poor life balance was also associated with increased alcohol consumption and poor social support with sleep disturbance. Coaches and HPSS reported similar prevalence of mental health outcomes compared to rates previously observed in elite athletes, with the exception of higher reporting of alcohol consumption among coaches and HPSS. Conclusions: Elite-level coaches and HPSS reported levels of psychological distress and probable caseness similar to those previously reported among elite-level athletes, suggesting that these groups are also susceptible to the pressures of high-performance sporting environments. Screening for mental health symptoms in elite sport should be extended from athletes to all key stakeholders in the daily training environment, as should access to programs to support mental health and well-being. [ABSTRACT FROM AUTHOR]

Support staff and relatives are uncertain about multiple aspects of the sexuality of people with intellectual disabilities. Given that their attitudes embody positive and negative views, they can respectively support and restrict free sexual expression among people with intellectual disabilities and their potential for (intimate) relationships. A qualitative systematic literature review was conducted on the attitudes of support staff and relatives toward the sexuality of people with intellectual disabilities. A systematic search strategy was deployed across seven databases. The identified articles were screened on predetermined inclusion and exclusion criteria, and assessed on quality, which resulted in 31 included studies. A metasynthesis of these studies resulted in two major themes emerging, namely (a) attitudes toward the sexuality of people with intellectual disabilities, and (b) attitudes toward the sex education and support. Themes represented both positive and restrictive attitudes among support staff and relatives. The findings suggest that despite a general acceptance of the sexual rights of people with intellectual disabilities, certain forms of sexuality were approached more cautiously. Moreover, the sexual needs of some subgroups of people with intellectual disabilities received scarce attention. Those support staff and relatives holding rather restrictive attitudes appear to emphasize sexual risks. Finally, support staff and relatives stressed the importance of providing sex education and support for people with intellectual disabilities, while, simultaneously, expressing insecurity over the subject. The findings can help to improve the support provided to support staff and relatives to promote sexual health among people with intellectual disabilities. [ABSTRACT FROM AUTHOR]

The aim of this project was to understand how enablers (e.g., teaching assistants, paraprofessionals and support workers) access and use information about students with vision impairment (VI) to support them in specialist education. The one-page profile is used widely as a tool for learner-centred planning and information, and is generally seen to be effective and accessible. However, more recent studies have demonstrated that video is an extremely effective medium for training and support in a range of settings. We investigated whether student self-advocacy video clips would be an effective and accessible medium for presenting information about students' support needs. This study took the form of a pre- and post-questionnaire. The aim of the pre-questionnaire was to gauge current levels of enabler confidence and assess the effectiveness of existing methods of accessing learner information. A total of 15 enablers were given this questionnaire to complete. Six students (aged 11–17 years) with VI and additional complex support needs were then each supported to develop a short video in which they expressed their support needs in an education setting. The enablers were asked to watch the video clips, and complete the post-questionnaire to assess the impact these videos had on their confidence and understanding. Twelve out of the 15 enablers returned the second questionnaire. The questionnaire results demonstrated that current methods for accessing learner information were not wholly effective. Enablers found video to be a desirable and accessible format for presenting learner information. Participants found the medium of video to significantly aid retention and recollection of student information. From the findings, it emerged that one-page profiles remained the preferred single method of accessing student information. However, overall, we found that enablers favoured a multi-method approach to presenting and accessing learner information that was dependent on time and context. [ABSTRACT FROM AUTHOR]

Background: During the coronavirus disease 2019 (COVID-19) pandemic, support staff working with people with learning disabilities experienced a range of stressors directly related to the effects of the pandemic on themselves and on service users. Supporting staff well-being is crucial given their essential role in the lives of people with learning disabilities. Aim: To investigate the experiences, during the COVID-19 pandemic, of support staff working in residential and supported-living services for people with learning disabilities and understand the stressors staff encountered, the ways in which they managed stress and the support mechanisms they found useful. Method: A qualitative descriptive approach was used and individual semi-structured interviews were conducted with 14 support staff working in residential or supported-living services for people with learning disabilities in the south of England. Findings: The COVID-19 pandemic caused additional stress for staff, including information overload, challenges in providing person-centred, holistic support, and feelings of unfairness or being let down. However, staff derived benefits from timely, practical and non-judgemental support from managers and peers, and from celebrating their own and service users' achievements. Conclusion: A greater focus on non-judgemental listening by managers, celebration of staff's and service users' achievements and awareness of the potential overwhelming effects of email communication could reduce the stress levels support staff are exposed to. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Shift work is essential in health care because of the need for 24-hour services but it is associated with adverse health outcomes, including disrupted circadian rhythms, poor sleep, unhealthy dietary habits, and increased stress. These effects may differ across job categories, such as nursing officers and hospital support staff, owing to varying physical and psychological demands. Limited research exists on how shift work impacts these groups differently, particularly regarding readiness to change unhealthy lifestyle behaviors., Objectives: This study aims to assess and compare lifestyle factors across six domains - nutrition, physical activity, sleep, stress, social relationships, and addictions - between hospital support staff and nursing officers with rotating shifts versus fixed daytime duties. It also aims to evaluate the association between readiness to change lifestyle patterns and work type and determine the influence of job category and shift type on lifestyle parameters after adjusting for confounders such as demographics and body composition., Methodology: A case-control study was conducted at All India Institute of Medical Sciences (AIIMS) Nagpur from December 2023 to June 2024. The study involved 327 participants (165 cases and 162 controls) comprising nurses and hospital support staff, aged 21-45 years. The case group included 83 nurses and 84 hospital support staff working rotating shifts for at least three years, while the control group consisted of 81 nurses and 81 staff members with fixed daytime schedules. General assessments, including demographics, body composition (InBody 770), and lifestyle assessments across nutrition, physical activity, sleep (Pittsburgh Sleep Quality Index; PSQI), stress (Perceived Stress Scale; PSS-10), social connectivity (Social Support Questionnaire), and alcohol use (a modified version of the 10-item Alcohol Use Disorders Identification Test (AUDIT-C)) were performed. Readiness to change lifestyle behaviors was assessed using the stages of the change model., Results: Shift workers had a significantly higher body weight (p = 0.030), larger waist circumference (p = 0.029), and higher calorie intake (p = 0.043) than non-shift workers. They also exhibited lower cardiovascular fitness (p = 0.021) and reduced water intake (p = 0.043). Among the nursing officers, shift workers had significantly poorer sleep quality (p = 0.003) and higher calorie intake (p = 0.046). Stress levels were paradoxically lower among shift nurses (p = 0.025) but not among support staff. Readiness to change lifestyle behaviors did not differ significantly between shift and non-shift workers across all domains. Logistic regression showed that sleep quality was significantly associated with shift work among nursing officers (odds ratio (OR): 6.503, p = 0.038), while no significant associations were found for other lifestyle parameters., Conclusion: This study highlights the adverse effects of shift work on body composition, calorie intake, cardiovascular fitness, and sleep quality among hospital workers, particularly nursing officers. Despite these health risks, readiness to change lifestyle behaviors was similar between shift and non-shift workers, suggesting that shift work may not directly influence the motivation for lifestyle changes. These findings underscore the need for tailored interventions targeting specific health challenges of shift workers to improve their overall well-being and productivity., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Institutional Ethics Committee, AIIMS Nagpur issued approval IEC No.: IEC/PHARMAC/2022/432. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Kamble et al.)

Background: The nursing associate role is relatively new, with the first few registrants qualifying in 2019. Nursing associates contribute to the care of patients under the supervision of a nurse; however, they can often experience challenges in practice associated with variations in the tasks they are permitted to undertake., Aim: To explore the lived experiences of nursing associates and the perspectives of people who work with them to understand what weaknesses and threats are associated with the role., Method: A realist ethnographic approach was used, incorporating semi-structured interviews with nursing associates ( n =8) and focus groups with healthcare professionals who had experience of working with nursing associates ( n =8)., Results: Analysis of the data identified three overarching themes relating to threats to the nursing associate role: incivility and role ambiguity; curriculum and placements; and motivations and career opportunities. The data also revealed five 'entities' that influence the nursing associate journey - the individual's status, the healthcare team, education providers, the employing organisation, and nurses' professional organisations., Conclusion: A framework addressing the weaknesses and threats to the nursing associate role was produced. This outlines interventions and improvements that can encourage, enable, empower and ennoble nursing associates, while also supporting the implementation of the role into practice., Competing Interests: None declared, (© 2024 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.)

The author presents the results of a review and analysis of thirty-five colleges and universities in the United States that currently offer an Associate's degree and/or vocational certificate(s) in Library and Information Science. These programs, which are geared primarily to existing library support staff who seek additional training, have been created independently of each other and without a national standard to guide the curriculum. Although the American Library Association-Allied Professional Association's Library Support Staff Certification offers guidelines for the educational content of Associate's level LIS programs, a comparison reveals significant gaps. Furthermore, the ALA-APA program currently approves courses at only three institutions in the nation, and certifies graduates from only fourteen. The author identifies areas of misalignment between the Library Support Staff Certification and existing LIS programs and suggests directions for future improvement. Column Editor’s NoteCommunity college libraries are deeply underrepresented in the professional literature and organizations of academic librarianship. As a result, the challenges and successes that take place in the community college world are largely invisible to others. This JLA column lifts the curtain to reveal the uniqueness of community college libraries as described by their most passionate advocates: the librarians who work there. Articles in this column pay tribute to the commitment and creativity of community college librarians by providing a platform where they can share their professional perspectives and stories. Want to write for this column? Interested authors are invited to submit articles to the editor at kimreed@cwidaho.cc. [ABSTRACT FROM PUBLISHER]

The present research has examined the role of autonomy support provided by support staff in higher education, specifically teaching assistants (TAs), at a university in Japan in Study 1 and political instructors (PIs), at universities in China in Study 2. Self-determination theory was used to derive a model in which autonomy support related to the satisfaction of three core psychological needs, which in turn led to academic engagement and well-being. In Study 1, university students in Japan completed measures of autonomy support, need satisfactions, timely engagement, satisfaction with campus life, and depressive symptoms on two occasions. Results show that autonomy support provided by TAs was positively related to students' timely engagement and satisfaction with campus life, and negatively related to students' depressive symptoms. These relationships were mediated by need satisfactions, except for satisfaction with campus life. Results of Study 2 show that autonomy support from PIs was positively related to students' satisfaction with campus life but not mediated by need satisfaction. Implications of autonomy support from non-significant others in educational settings are discussed. [ABSTRACT FROM AUTHOR]

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