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Background: The use of non-sterile gloves (NSG) has become routine in the delivery of health care, often for procedures for which they are not required; their use may increase the risk of cross contamination and is generally not integrated into hand hygiene audit. This paper describes a small-scale application and validation of an observational audit tool devised to identify inappropriate use of NSG and potential for cross contamination. Methods: Two observers simultaneously observed the use of NSG during episodes of care in an acute hospital setting. The inter-rater reliability (IRR) of the audit tool was measured corrected for chance agreement using Kappa. Results: A total of 22 episodes of care using NSG were observed. In 68.6% (24/35) of procedures there was no contact with blood/body fluid; in 54.3% (19/35) NSG-use was inappropriate. The IRR was 100% for eight of 12 components of the tool. For hand hygiene before and after NSG removal it was 82% (Kappa = 0.72) and 95% (Kappa = 0.87). Conclusions: In this small-scale application of a glove-use audit tool we demonstrated over-use and misuse of NSG and potential for cross transmission on gloved hands. The audit tool provides an effective mechanism for integrating glove use into the audit of hand hygiene behaviour.

Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students' understanding of academic success. The presented study aimed to identify students' views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons. VignetteA second-year student requested an urgent appointment for academic advice from her personal tutor. She demanded an explanation of how the degree classification was calculated to make sure she pitched her efforts correctly for the upcoming assessments, in order to achieve the final grade that she had in mind (which was a 2:1). Her reasoning was that in order to maximise her employability, it was crucial to balance her time between achieving the required grade and gaining the appropriate level of work experience.

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Research examining the links between Mental Toughness, Positive and Negative Affect and Academic Success was presented at the Annual Higher Education STEM Conference (HEA STEM). The results indicated that undergraduate students of psychology (n = 141) showed a positive correlation between Control of Life (a component of Mental Toughness) and Academic Success, as measured by their grades. Further relationships between components of each scale were found to differ between genders. Females showed negative relationships between Confidence in Abilities and Control of Emotion and Academic Success, while males showed links only between Commitment and Positive Affect, and Commitment and Academic Successboth of these being positive relationships. In this conference reflection piece, the results of this research will be examined in the light of the wider discussions on employability in relation to 'Resilience' and how Academic Success is measured.

Grades are frequently used by academics as a measure of academic success. The literature has largely neglected to ascertain how students define this important concept. This study aimed to give voice to how university students define academic success and what they perceive as the contributing factors. This qualitative study used three focus groups with 16 undergraduate psychology students attending a London university. Experiential inductive thematic analysis (TA) was used to analyse the data. Students defined academic success as a combination of outcomes including grades and more holistic outcomes of personal development and achievements. Three themes emerged to summarise students' perception of the factors that influence academic success. The first theme student agency included two subthemes: setting goals and self-regulation. The second theme was aptitude, with two subthemes: self-evaluation and motivation. The final theme was type of support which included the subthemes institutional support and external support. This study adds the student voice to the definition of academic success and the factors that facilitate it.The challenge for higher education institutions is to incorporate these student-defined attributes into the curriculum to facilitate student success, particularly targeting malleable elements such as study and social skills, financial and other tailored provisions especially for non-traditional students. Researchers also need to develop instruments to measure holistic academic success outcomes to assess if students are reaching these objectives.

Organizations promoting jobs, housing, and better conditions in low-income neighborhoods also focus on health.

Research into the benefits of community-based group singing, pertaining to positive wellbeing and Quality of Life is lacking. Additionally, no preferred theoretical framework exists for community singing-based interventions. For the present study, six members of a UK community choir were interviewed using a semi-structured interview approach. Interpretative phenomenological analysis (IPA) was employed. Analysis produced superordinate themes of: Social Factors with key elements such as social bonds and group identity; Psychological Factors, highlighting self-efficacy, self-identity and positive emotions and Psychological Motivations for Joining the Group, including autonomy, change of life circumstance and seeking a new challenge. The style/method of the group, teaching, music and group leader, were shown to have an influence on perceived benefits of the singing group. A key product of this study beyond the evidenced benefits of group singing is the development of an intervention model that optimises wellbeing outcomes in community singing groups underpinned by psychological theory, findings from the wider literature and the results of this study.