COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.

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The COVID-19 pandemic forced an abrupt transition to fully online learning in universities that typically provided campus-based teaching. We examined the learning experience of undergraduate and postgraduate students during this transition at a UK university. Qualitative surveys and interview responses revealed both direct effects of the transition to online learning and indirect effects caused by the COVID-19 induced lockdown. Direct effects related to interaction and communication altered study-related opportunities and digital tool use. In all cases, students expressed a range of views, for example, with some reporting greater opportunities and others fewer. However, there was a clear consensus that the online learning had brought greater flexibility for students. For indirect effects, students noted altered time available for study, challenges and benefits to studying at home, greater monotony and required autonomy as well as altered priorities, concerns about employment, finances and career prospects. These reflections on students’ experiences of online learning can inform academics and education providers to design appropriate strategies in order to better facilitate and support students’ education via fully online or blended learning approaches.

Aims To explore perspectives and experiences of healthcare professionals in the identification and support provision of mental health problems in adults living with type 1 diabetes. Methods Using a qualitative research design, 15 healthcare professionals working in the United Kingdom were individually interviewed using a semi‐structured interview schedule. Data were analysed using reflexive inductive thematic analysis. Results Four themes were identified relating to barriers: time, knowledge, relationship between services and stigma. Three themes were identified relating to facilitators: education, communication and appropriate tools and services. Conclusions This research emphasises the need for educational tools to improve the skills and competency of healthcare professionals in identifying mental health problems in people with type 1 diabetes, highlighting practical and theoretical implications for healthcare improvements and the necessity for additional research to design care pathways that better support this population, in which all healthcare professionals are aware of.

Aim In the UK people with diabetes who do not attend annual review appointments often have higher haemoglobin A1c (HbA1c) levels. We aim to determine the acceptability of self‐collected posted capillary blood samples, and if they produce accurate and reliable HbA1c results. Methods We include adult studies comparing capillary blood to venous blood for measuring HbA1c. We exclude methods not suitable for postage. Electronic databases of MEDLINE, Embase, CINAHL, Web of Science, Google Scholar and OpenGrey were searched from inception to September 2021, as well as relevant conference abstracts. Two reviewers performed study selection, data extraction and risk of bias assessment independently. Narrative synthesis was performed. Results Our search retrieved 3747 records. Following de‐duplication and screening 30 articles were included. The mean difference (MD) and limits of agreement (LoA) between capillary and venous HbA1c were smaller and narrower respectively when micro/capillary tubes (micro/cap) were used for capillary blood storage compared to dried blood spots (capDBS) (micro/cap MD range −0.4 to 1.4 mmol/mol vs. capDBS MD range −4.3 to 7.2 mmol/mol, micro/cap LoA width 2.4 to 6 mmol/mol vs. capDBS LoA width 11.7 to 16.8 mmol/mol). After using self‐collection kits, 83%–96% of participants reported satisfaction, 87%–99% found it easy and 69%–94% reported they would use it again. Conclusion Microtubes/capillary tubes look promising as a method of self‐collecting and posting capillary blood samples for the measurement of HbA1c based on the accuracy and reliability findings presented. DBS samples demonstrated comparatively poorer accuracy. Data on acceptability were limited and further research is needed.