The RCA programme enhanced knowledge of RCA, and participants valued the programme, but further personal development and organisational support are required to achieve continued improvement in practice and sustained organisational learning.

Future interventions should be targeted at increasing the range of consultations in which offers are made, demonstrating how to make offers without increasing consultation time, providing more complete records of sexual activity, screens and results, and encouraging audit and review within the practice to promote practice wide approaches to increasing opportunistic screening.

Impact is an increasingly significant part of academia internationally, both in centralised assessment processes (for example, UK) and funder drives towards knowledge mobilisation (for example, Canada). However, narrowly focused measurement-centric approaches can encourage short-termism, and assessment paradigms can overlook the scale of effort needed to convert research into effect. With no ‘one size fits all’ template possible for impact, it is essential that the ability to comprehend and critically assess impact is strengthened within the research sector. In this paper we reflect on these challenges and offer the concept of impact literacy as a means to support impact at both individual and institutional levels. Opportunities to improve impact literacy are also discussed.

This document is the author's post-print version, incorporating any revisions agreed during the peer-review process. Some differences between the published version and this version may remain and you are advised to consult the published version if you wish to cite from it.

3This study aimed to develop and implement an intervention, delivered via a website and web 4 app, to increase the uptake of sexual health services by young people. The intervention was 5 co-designed with a group of ten young people. Intervention Mapping was used to guide 6 development. To identify barriers and facilitators of access to sexual health services, three 7 focus groups with 24 young people aged 13-19 years, and interviews with 12 professionals 8 recruited from across a range of health and social services, were conducted. Data was 9 analysed using Content Analysis. Evidence was supplemented through a literature review. 10Barriers and facilitators were categorised as theoretical determinants and then suitable