Evidence map›Paper›PMID 34240152›Full record

ArticleEuropean journal of public health2021

Online prevention programmes for university students: stakeholder perspectives from six European countries.

Madeleine Irish, Stefanie Kuso, Monika Simek, Michael Zeiler, Rachel Potterton, Peter Musiat, Martina Nitsch, Gudrun Wagner, Andreas Karwautz, Felix Bolinski and 22 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in European journal of public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.

0numbers the graph read from it
0cells of the map it votes in
6citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

6 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

32 authors.

Madeleine IrishKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.
Stefanie KusoFerdinand Porsche FernFH-Distance Learning University of Applied Sciences, Wiener Neustadt, Austria.
Monika SimekDepartment of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.
Michael ZeilerDepartment of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.
Rachel PottertonKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.
Peter MusiatKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.
Martina NitschFerdinand Porsche FernFH-Distance Learning University of Applied Sciences, Wiener Neustadt, Austria.
Gudrun WagnerDepartment of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.
Andreas KarwautzDepartment of Child and Adolescent Psychiatry, Medical University of Vienna, Vienna, Austria.
Felix BolinskiDepartment of Clinical, Neuro and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Eirini KaryotakiDepartment of Clinical, Neuro and Developmental Psychology, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
Carla Soler RoviraJaume I Universitat, Castellon, Spain.
Ernestina EtchemendyCIBER Pathophysiology of Obesity and Nutrition (CB06/03), Carlos III Institute of Health, Madrid, Spain.
Rocio HerreroCIBER Pathophysiology of Obesity and Nutrition (CB06/03), Carlos III Institute of Health, Madrid, Spain.
Adriana MiraJaume I Universitat, Castellon, Spain.
Giulia CormoDepartment of Personality, Evaluation and Psychological Treatments, University of Valencia, Valencia, Spain.
Rosa BañosCIBER Pathophysiology of Obesity and Nutrition (CB06/03), Carlos III Institute of Health, Madrid, Spain.
Azucena Garcia-PalaciosJaume I Universitat, Castellon, Spain.
David D EbertDepartment of Clinical Psychology and Psychotherapy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany.
Marvin FrankeDepartment of Clinical Psychology and Psychotherapy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany.
Anna-Carlotta ZarskiDepartment of Clinical Psychology and Psychotherapy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany.
Kiona WeiselDepartment of Clinical Psychology and Psychotherapy, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, Germany.
Thomas BergerDepartment of Clinical Psychology and Psychotherapy, Universität Bern, Bern, Switzerland.
Michelle DeyUniversität Zürich, Schweizer Institut für Sucht- und Gesundheitsforschung, Zurich, Switzerland.
Michael P SchaubUniversität Zürich, Schweizer Institut für Sucht- und Gesundheitsforschung, Zurich, Switzerland.
Corinna JacobiDepartment of Psychology, Technische Universität Dresden, School of Science, Chair of Clinical Psychology and E-Mental-Health, Dresden, Germany.
Cristina BotellaJaume I Universitat, Castellon, Spain.
Elia OliverJaume I Universitat, Castellon, Spain.
Gemma GordonKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.
Lucy SpencerKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.
Karin WaldherrFerdinand Porsche FernFH-Distance Learning University of Applied Sciences, Wiener Neustadt, Austria.
Ulrike SchmidtKing's College London, Institute of Psychiatry, Psychology and Neuroscience, London, UK.

Funding

Department of Health
6 · The paper itself

Abstract

backgroundStudents beginning university are at a heightened risk for developing mental health disorders. Online prevention and early intervention programmes targeting mental health have the potential to reduce this risk, however, previous research has shown uptake to be rather poor. Understanding university stakeholders' (e.g. governing level and delivery staff [DS] and students) views and attitudes towards such online prevention programmes could help with their development, implementation and dissemination within university settings.

methodsSemi-structured interviews, focus groups and online surveys were completed with staff at a governing level, university students and DS (i.e. student health or teaching staff) from six European countries. They were asked about their experiences with, and needs and attitudes towards, online prevention programmes, as well as the factors that influence the translation of these programmes into real-world settings. Results were analyzed using thematic analysis.

resultsParticipating stakeholders knew little about online prevention programmes for university settings; however, they viewed them as acceptable. The main themes to emerge were the basic conditions and content of the programmes, the awareness and engagement, the resources needed, the usability and the responsibility and ongoing efforts to increase reach.

conclusionsOverall, although these stakeholders had little knowledge about online prevention programmes, they were open to the idea of introducing them. They could see the potential benefits that these programmes might bring to a university setting as a whole and the individual students and staff members.

Indexed as

Mental DisordersUniversitiesAttitudeHumansMental HealthStudents

Identifiers

PMID34240152
PMCPMC8495721

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.