| Id |
Subject |
Object |
Predicate |
Lexical cue |
| T295 |
0-6 |
Sentence |
denotes |
3.2.5. |
| T296 |
7-15 |
Sentence |
denotes |
Theme 5: |
| T297 |
16-44 |
Sentence |
denotes |
Testing—Effects on Wellbeing |
| T298 |
45-74 |
Sentence |
denotes |
(i) Improved Mental Wellbeing |
| T299 |
75-141 |
Sentence |
denotes |
The P-ATS was perceived to be extremely important by participants. |
| T300 |
142-369 |
Sentence |
denotes |
Despite the negative mental wellbeing impacts of COVID-19 and self-isolation, both students and staff identified positive impacts on wellbeing that were directly associated with the provision of virus testing at the university. |
| T301 |
370-790 |
Sentence |
denotes |
These positive impacts included reassurance about their personal health status, increased perception of safety on campus, reduced anxiety, increased confidence and greater feelings of satisfaction with, and support from, the university during the pandemic: “it was a good kind of confidence boost, you knew that it wasn’t going to spread around university as much as if people were asymptomatic and weren’t being tested. |
| T302 |
791-886 |
Sentence |
denotes |
You knew that there was a bit more of a like safety net in a way” (P121, female, Yr1, student). |
| T303 |
887-910 |
Sentence |
denotes |
(ii) Behavioural Change |
| T304 |
911-1002 |
Sentence |
denotes |
The positive impacts noted by participants were closely associated with behavioural change. |
| T305 |
1003-1140 |
Sentence |
denotes |
The clear communications had made it easy for students to follow testing instructions and adhere to social distancing guidance on campus. |
| T306 |
1141-1258 |
Sentence |
denotes |
Generally, students and staff felt comfortable with being present on campus while the testing programme was in place. |
| T307 |
1259-1808 |
Sentence |
denotes |
Participants reported feeling happier to visit loved ones and to socialise (in a socially distanced way); final-year students were able to attend rotations (clinical placements), which in some cases were activities that would not have occurred in the absence of testing: “yes I think there has been a few times when I have gone home just for the day to see my family and what not, which I probably wouldn’t have done if the testing wasn’t in place so in that regard it has like changed my behaviour in sort of that way” (P103, female, Yr5, student). |
| T308 |
1809-1997 |
Sentence |
denotes |
Participants who had been required to self-isolate reported that they had been adherent to self-isolation guidance, as had their peers, and they believed that self-isolating was important. |
| T309 |
1998-2186 |
Sentence |
denotes |
Although students did feel more comfortable socialising as a result of the testing programme, those interviewed spoke of the importance of adhering to guidelines and protective behaviours. |
| T310 |
2187-2397 |
Sentence |
denotes |
However, a minority of interviewees had observed a small number of students being less compliant with government COVID-19 restrictions because they were being tested—a negative consequence of “testing freedom”. |
| T311 |
2398-2734 |
Sentence |
denotes |
This frustrated the majority of students who claimed to be compliant: “five out of six of us would be following the same rules anyway to be honest, I would say there is definitely a couple of people that I know that yes are a bit more oh well I am negative so I am just going to do what I want sort of thing” (P102, male, Yr5, student). |
