This paper draws on staff and student consultations conducted during the development of Student Minds' University Mental Health Charter to identify five key tensions which can arise in assessment design and strategy when seeking to balance the wellbeing of students with pedagogical, practical and policy considerations. It highlights the need to acknowledge the pressures of assessment on staff wellbeing, as well as students. The particular tensions explored include the need to balance challenge against the psychological threats this can entail; the varying impacts of traditional and novel forms of assessment; the differing demands of collaborative and individual work; the tensions between ideal strategies and those which are practically feasible; and the ways in which feedback is given (as a constructive learning tool) and received (often as a psychological threat). These tensions can provide a valuable point of reflection for educators who need to critically and proactively navigate these conflicts within their own assessment design and practices, as part of a wider whole university approach to promoting student wellbeing.

University counselling services have a long tradition dating back to the late 1940s (LaFollette, 2009). Significant developments across the higher education sector in recent years have required these services to re-evaluate and redesign the structure and delivery of their provision in order to meet the changing needs of a growing and increasingly diverse student population (Randall & Bewick, 2016).Whilst university counselling services vary according to type and size of institution and student demographic (Rückert, 2015), their role and function now typically entail the provision of a breadth of support options, including bespoke, time-limited, individual and group student counselling both in person and online; prevention and outreach; consultation to faculty and staff; and risk assessment and management (Prince, 2015). As a result, university counselling services have expanded to encompass a range of mental health teams and practitioners, including university mental health advisors, student well-being consultants and disability services. Moreover, these student mental health services are further complemented by student support services, which provide practical support that may impact on student mental health, but which is not their primary function, such as student finance services, accommodation services and academic advisory services.The data available suggests that short-term embedded counselling at university is clinically effective, with 56% of students (n = 846) reporting reliable and clinical improvement following a course of short-term counselling (Connell et al., 2008). Moreover, university counselling can demonstrably benefit academic

This article is a personal reflection of the patient handover process. It explores approaches to handover, issues of time management, documentation and phenomenology. A handover sheet was developed with the assistance of a nursing team to maximise communication during handover. By observing patients, referring to documentation and listening to the practitioner presenting the handover, nurses can improve the handover process and care delivery.

University student wellbeing is increasingly seen as a concern, and as demands on university staff time for research, teaching, leadership and pastoral support also increase, this is mirrored in concerns about staff wellbeing. Dominant sectoral narratives frame student and staff wellbeing as oppositional, with initiatives to support student wellbeing positioned as creating additional practical and emotional demands on staff time and resources. Using a large qualitative dataset collected in the UK, including staff and students, this paper argues that that this does not have to be the case. Instead, there is a need to look beyond the provision of reactive services or isolated individual interventions, to proactively and cohesively embed cultural and structural change across the whole institution to support positive wellbeing outcomes for the whole university community. We report on the intrinsic interconnection between staff and student wellbeing; the importance of formal institutional policies in supporting or impeding staff and student wellbeing; access to training interventions to support staff and student wellbeing as a practical manifestation of these policies; and the impact of workplace culture and the centrality of compassion and community. The paper finds that it is important that institutions within higher education acknowledge and respond proactively to both staff and student wellbeing issues. To do so, institutions should seek to foster a sustainable and effective academic environment with a whole university approach.

Background: Well-being is a multifaceted construct, and measuring well-being, both within particular groups and at a national level, is a priority for policy and practice. This national agenda on measuring well-being is mirrored in the Higher Education sector. This is the first conceptual review of how well-being is measured among university students in the UK. Aims: The aims of the review were to identify i) the definitions or conceptualisations of well-being guiding the selection of well-being indicators for research within this population and ii) measures of well-being used in university students in the UK. Methods: A scoping review method was used. Results: Twenty-eight validated indicators used to measure well-being in UK students were identified. While many were direct measures of (primarily mental or psychological) well-being, indirect 'proxy' indicators, including measures of mental health symptoms, were identified.Conclusions: This review has highlighted that there are inconsistencies in defining and measuring university student well-being, and the measures that have been used in this population are focused on subjective experience. These findings are in line with reviews of well-being measures in the general population.Implications for further research are discussed.