LitCovid-sentences  

PMC:7796111 / 18704-47550 JSONTXT 3 Projects

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Id Subject Object Predicate Lexical cue
T123 0-2 Sentence denotes 3.
T124 3-10 Sentence denotes Results
T125 12-16 Sentence denotes 3.1.
T126 17-31 Sentence denotes Survey Results
T127 32-116 Sentence denotes The study sample included 99 respondents (93 P-ATS participants, 6 nonparticipants).
T128 117-161 Sentence denotes Sample characteristics are shown in Table 2.
T129 162-197 Sentence denotes Mean age was 20.36 years (SD 1.69).
T130 198-308 Sentence denotes Table 3 provides an overview of self-reported anxiety levels within the total sample and across key groupings.
T131 309-441 Sentence denotes Of respondents, 31.3% had high anxiety (score of >= 10) as measured by GAD-7 (43.3% of final-year and 26.1% of first-year students).
T132 442-574 Sentence denotes Mean anxiety levels were higher in students living in private accommodation compared with students in university halls of residence.
T133 575-655 Sentence denotes G*Power (version 3.1.9.7) [14] was used to calculate post hoc statistical power.
T134 656-838 Sentence denotes All independent t-tests are underpowered (<0.8) and, therefore, the risk of false negatives was inflated and the results (including null findings) should be interpreted with caution.
T135 840-846 Sentence denotes 3.1.1.
T136 847-866 Sentence denotes Reasons for Testing
T137 867-1064 Sentence denotes Students’ top three reasons for taking part were “helping to keep campus safe”, “contributing to the national effort to control the virus”, and “being involved in COVID-19 research” (see Figure 1).
T138 1065-1136 Sentence denotes Table 4 provides an overview of participants’ experiences of the P-ATS.
T139 1137-1414 Sentence denotes The majority of respondents reported they would take part in a COVID testing programme in the future (94.9% of P-ATS participants, 50% of non-participants), and would recommend university asymptomatic COVID testing to others (98% of participants, and 100% of non-participants).
T140 1415-1681 Sentence denotes Reasons for nonparticipation were unrelated to COVID-19 or testing (e.g., not physically present at the university during this time) and there were no observable differences in demographics between participants and nonparticipants informed by descriptive statistics.
T141 1682-1783 Sentence denotes Due to the small sample size group mean differences could not be tested using inferential statistics.
T142 1785-1791 Sentence denotes 3.1.2.
T143 1792-1811 Sentence denotes Case Identification
T144 1812-1897 Sentence denotes Only four positive SARS-CoV-2 cases were identified through the P-ATS in this sample.
T145 1898-2086 Sentence denotes Three of these students reported that they were notified of their positive result within 24 h by the Clinical Virologist, and one student reported that they had been notified after 2 days.
T146 2087-2192 Sentence denotes All four students were compliant in notifying the university the same day using an online reporting form.
T147 2193-2261 Sentence denotes All received the official test kit and all self-isolated as advised.
T148 2262-2440 Sentence denotes One of the students stayed exclusively in their own room during self-isolation, the other three self-isolated within their household but had contact with other household members.
T149 2442-2448 Sentence denotes 3.1.3.
T150 2449-2489 Sentence denotes Acceptability and Programme Satisfaction
T151 2490-2661 Sentence denotes Test kits were collected by individuals or members of their household and almost all of the participants did not report any issues with drop off and collection procedures.
T152 2662-2785 Sentence denotes More than three quarters of respondents (79.6%) indicated they were confident in the outcome of their COVID-19 test result.
T153 2786-2847 Sentence denotes Indicators of acceptability are shown in Table 4 and Table 5.
T154 2848-3019 Sentence denotes In general, students were highly satisfied with the information they received about the testing programme (97.5%) and how the information was communicated to them (89.2%).
T155 3020-3385 Sentence denotes Respondents were satisfied with the approach to communicating positive test results, but over one-third were dissatisfied with receiving negative test results via a group email (e.g., indicating that all individuals who tested positive had been informed), rather than being told their negative result individually (the process in place during the pilot deployment).
T156 3387-3393 Sentence denotes 3.1.4.
T157 3394-3411 Sentence denotes Testing Adherence
T158 3412-3692 Sentence denotes Adherence could be meaningfully determined for students in their first year who had participated in the P-ATS, as they were the target population and had all been offered the full P-ATS provision (testing provision for final year and staff was individualised, so highly variable).
T159 3693-3786 Sentence denotes Reported adherence to testing related to COVID was relatively high among first year students.
T160 3787-4024 Sentence denotes Of the first-year survey respondents who had participated in P-ATS (n = 65), 70.8% (n = 46) submitted all 10 swab tests in weeks 1–10 (full swab provision), and 93.9% (n = 61) submitted 5 or more swabs (at least half the swab provision).
T161 4025-4178 Sentence denotes With regard to saliva samples only, 89.2% (n = 58) of first years completed one or more samples, and 16.9% (n = 11) completed two or more saliva samples.
T162 4179-4318 Sentence denotes For both types of test combined, 92.3% (n = 60) completed 6 or more tests, and 47.7% (n = 31) completed all 12 tests (10× swab, 2× saliva).
T163 4319-4452 Sentence denotes Reported PCR test completion is provided in Figure 2, Figure 3, Figure 4 and Figure 5 for the first year P-ATS participants (n = 65).
T164 4453-4612 Sentence denotes The change from swab test to saliva sample was initiated at week 10 of 12, in preparation for alignment with deployment of the main university testing service.
T165 4613-4766 Sentence denotes Engagement willingness may be underestimated from the number of tests completed, due to brief period of test kit stock depletion during the study period.
T166 4767-4927 Sentence denotes As would be expected, due to a longer period in the P-ATS, first-year students completed significantly more PCR tests than final-year students during the pilot:
T167 4928-5031 Sentence denotes Xfirst year = 10.13, SD = 2.82, n= 65; Xfinal year= 2.68, SD = 1.12, n = 28; t (91) = 12.51, p < 0.001.
T168 5032-5098 Sentence denotes Figure 4 stratifies these reported frequencies across year groups.
T169 5099-5390 Sentence denotes Across the whole sample (n = 93), reported adherence to PCR testing was significantly higher in those who had been required to self-isolate at any point during the P-ATS (Xself-isolate= 9.03, SD= 2.98, n = 34; Xno self-isolate= 7.15, SD = 4.82, n = 59; t (91) = 2.19, p = 0.031, Xdifference:
T170 5391-5546 Sentence denotes 1.99), and those with lower levels of anxiety (Xlow anxiety = 8.70, SD = 4.24, n = 64; Xhigh anxiety = 6.07, SD = 3.99, n = 29; t (91) = −2.83, p = 0.006).
T171 5547-5941 Sentence denotes Adherence to PCR testing was also higher in those students who lived on campus (n = 63) compared with those who lived elsewhere (X = 10.15on campus, SD = 2.67, n = 61; Xoff campus = 3.56, SD = 2.99, n = 32; t(91) = −10.14, p < 0.001), although this is not unexpected, given that almost all of the on-campus students were in their first year (n = 62) and were offered the full 12 weeks of P-ATS.
T172 5942-6193 Sentence denotes Among the first-year students specifically (n = 65), adherence to PCR testing was significantly higher in those with lower levels of anxiety (Xlow anxiety = 10.71, SD = 2.47, n = 48; Xhigh anxiety = 8.47, SD = 3.14, n = 17; t (63) = −2.98, p = 0.004).
T173 6194-6404 Sentence denotes With regards antibody tests, 76.9% (n = 50) of first-year students reported completing three or more of the six tests offered during the P-ATS, and 41.5% (n = 27) of first-year students completed all six tests.
T174 6405-6471 Sentence denotes Figure 5 stratifies these reported frequencies across year groups.
T175 6473-6479 Sentence denotes 3.1.5.
T176 6480-6506 Sentence denotes Correlates of Self-Testing
T177 6507-6793 Sentence denotes Pearson and Kendall’s Tau-b correlation coefficients were calculated to examine the association between reported test compliance, mental health and programme satisfaction for all student participants in the P-ATS (combined PCR swab and saliva samples, Table 6; antibody tests; Table 7).
T178 6794-7131 Sentence denotes Increased PCR test adherence was associated with increased worry about friends and family contracting COVID-19, greater satisfaction with drop-off location, increased satisfaction with how negative tests were communicated, greater satisfaction with the information received and greater satisfaction with how information was communicated.
T179 7132-7377 Sentence denotes A higher frequency of completed antibody tests were associated with greater worry about friends and family contracting COVID-19, greater satisfaction with information received and how it was communicated, and satisfaction with drop-off location.
T180 7378-7522 Sentence denotes Due to the exploratory nature of this study, a stepwise entry method was used (with the exception of covariates) to specify regression analysis.
T181 7523-7634 Sentence denotes The frequency of combined reported PCR testing (swab and saliva) completion was used as the dependent variable.
T182 7635-7696 Sentence denotes Gender was dummy coded, with males set as the referent group.
T183 7697-7944 Sentence denotes Covariates (gender and year of study) were entered in block one (forced entry), followed by student’s mental wellbeing variables (block two, stepwise entry), and satisfaction with programme services and communication (block three, stepwise entry).
T184 7945-7982 Sentence denotes See Table 8 and Table 9 for overview.
T185 7983-8099 Sentence denotes Two standardised residuals (>+/−3.0) were identified as extreme scores and were removed from this analysis (n = 91).
T186 8100-8457 Sentence denotes Increased PCR test adherence was significantly associated with being in the first year of study (as expected due to the higher number of tests available for first years compared with final years), lower levels of anxiety, increased worry about contracting COVID-19 and increased satisfaction with the way in which information was communicated (see Table 8).
T187 8458-8590 Sentence denotes The final regression model accounted for 78.2% of the explained variance in the dependent variable (adjusted R2 = 0.769, SE = 2.06).
T188 8591-8725 Sentence denotes The statistical correlates associated with the frequency of antibody tests were determined with several study variables (see Table 7).
T189 8726-9186 Sentence denotes Increased frequency of antibody tests completed during the pilot was statistically significantly associated with being first year of study (again, as expected due to the higher number of tests offered to first year compared with final years), lower level of anxiety symptoms, having greater worry about friends or family contracting COVID-19, increased satisfaction with the drop-off point for completed tests and greater confidence in the outcome of the test.
T190 9187-9297 Sentence denotes The final regression model explained 57.9% of the total variance (adjusted R2= 0.579, SE = 1.54; see Table 9).
T191 9299-9305 Sentence denotes 3.1.6.
T192 9306-9333 Sentence denotes Correlates of Mental Health
T193 9334-9513 Sentence denotes A regression analysis was conducted to examine the correlates of mental health (specifically, anxiety measured by the GAD-7) and testing procedures or concerns regarding COVID-19.
T194 9514-9595 Sentence denotes A three-step hierarchical regression was conducted using a stepwise entry method.
T195 9596-9657 Sentence denotes Gender was dummy coded, with males set as the referent group.
T196 9658-9769 Sentence denotes The final regression model accounted for 46.2% of the total explained variance: adjusted R2 = 0.431, SE = 4.48.
T197 9770-9841 Sentence denotes See Table 10 for overview of regression results and block entry method.
T198 9842-10164 Sentence denotes Increased anxiety among students was associated with (listed in descending order of magnitude of association strength): increased worry about contracting COVID-19, decreased satisfaction with the way in which information was communicated through the pilot and increased worry about friends and family contracting COVID-19.
T199 10166-10172 Sentence denotes 3.1.7.
T200 10173-10201 Sentence denotes Protective Health Behaviours
T201 10202-10468 Sentence denotes Perceived risk of COVID-19 (before and after the testing pilot) and the perceived importance of protective health behaviours is shown in Table 11 for the entire sample, and across sub-groups (positive tests, participants in pilot, and those that have self-isolated).
T202 10469-10535 Sentence denotes Independent t-tests were calculated to test group mean difference.
T203 10536-10653 Sentence denotes It is important to note that all t-tests were underpowered, with an elevated risk of false negatives (Type II error).
T204 10654-10713 Sentence denotes Therefore, null results should be interpreted with caution.
T205 10714-11002 Sentence denotes Those who opted not to take part in the pilot programme reported a lower perceived risk of COVID-19 than pilot participants pre- (July) and post-pilot (October) compared with those who had taken part, although the difference only reached statistical significance for the pre-pilot rating.
T206 11003-11234 Sentence denotes There were nonsignificant trends towards lower perceived importance of protective behaviours in nonparticipants, those who had received a positive test result and those who had needed to self-isolate during the intervention period.
T207 11235-11457 Sentence denotes However, it is important to note that, due to limited sample size of one comparison group, these tests have limited statistical power (resulting in an inflated risk of type II error) and should be interpreted with caution.
T208 11459-11463 Sentence denotes 3.2.
T209 11464-11483 Sentence denotes Qualitative Results
T210 11484-11805 Sentence denotes Five themes (with 13 sub-themes) emerged from the analysis of the qualitative data from student and staff interviews and focus groups: “emotional responses to COVID-19”, “university life during COVID-19”, “influences on testing participation”, “testing physical and logistical factors” and “testing effects on wellbeing”.
T211 11806-11926 Sentence denotes A thematic map illustrating the relationships between the key themes and subthemes is provided in Supplementary File S4.
T212 11927-12012 Sentence denotes Table 12 shows a summary of key themes and subthemes and their representative quotes.
T213 12013-12092 Sentence denotes Further quotations to support Themes 1–5 are provided in Supplementary File S5.
T214 12094-12100 Sentence denotes 3.2.1.
T215 12101-12109 Sentence denotes Theme 1:
T216 12110-12141 Sentence denotes Emotional Responses to COVID-19
T217 12142-12163 Sentence denotes (i) Negative Feelings
T218 12164-12348 Sentence denotes Participants expressed complex emotional reactions to COVID-19, including physical exhaustion and a range of psychological responses such as frustration, uncertainty, anxiety and fear.
T219 12349-12600 Sentence denotes Fear was alluded to not only in the context of the risk to themselves and their families of contracting COVID-19 but also in respect to a sense of guilt they would feel should they receive a positive test result and risk spreading the virus to others.
T220 12601-12912 Sentence denotes While a minority were less concerned by the virus, there was widespread acknowledgement that the pandemic had impacted significantly on mental health for both students and staff, “in the beginning when it all went into lockdown it felt really alien and it made me quite anxious” (P128, female, staff, academic).
T221 12913-13191 Sentence denotes Students expressed frustration with regard to the negative media representation of university students, and they perceived mixed messages from the government had encouraged them to “eat out, to help out”, and subsequently “blamed students for going out, and spreading COVID-19”.
T222 13192-13215 Sentence denotes (ii) COVID-19 around Me
T223 13216-13410 Sentence denotes Variations observed in participants’ emotional reactions to COVID-19 (students and staff) and their level of concern about COVID-19 appeared to be related directly to their personal experiences.
T224 13411-13602 Sentence denotes Anxiety and fear were much more pronounced in those reporting greater personal exposure to the negative impacts of COVID-19 than those who had no prior experience of the virus or its impacts.
T225 13603-14109 Sentence denotes For example, interviewees were seemingly more anxious and concerned if they had received a positive test result, had (or knew someone who had) self-isolated during the pandemic, had an underlying health condition that increased health risk, or knew someone who had become seriously ill due to COVID-19: “one of my friends was on a ventilator for ten weeks because of… being affected by COVID, he was a nurse working with elderly people so that was quite a scary experience” (P126, female, staff, academic).
T226 14110-14136 Sentence denotes (iii) Coping with COVID-19
T227 14137-14448 Sentence denotes Participants referred to a diverse range of coping mechanisms adopted in response to the virus, which included participation in the university asymptomatic testing provision, media avoidance, distractions, and an acceptance that outcomes were beyond their control, all of which appeared to reduce their anxiety.
T228 14449-14653 Sentence denotes Many students alluded to peer support both with relation to shared engagement with peers in the testing processes (e.g., within household “bubbles”) and accessing support from peers during self-isolation.
T229 14654-14815 Sentence denotes It was suggested that students who live off campus may have less peer support and may find periods of self-isolation more challenging than those living in halls.
T230 14816-15400 Sentence denotes A small number of students had struggled to cope during the pandemic, particularly when self-isolating, and staff indicated that further support was required for mental wellbeing, particularly for those students with existing mental health concerns. “We have had situations where students have significant mental health crises during self-isolation and that has put a lot of stress on the other students in the house where they are in an isolating situation… we need to make sure we have enough support 24 h a day, seven days a week, for these students” (P129, male, staff, academic).
T231 15402-15408 Sentence denotes 3.2.2.
T232 15409-15440 Sentence denotes University Life during COVID-19
T233 15441-15471 Sentence denotes (i) Adaptation to a New Normal
T234 15472-15587 Sentence denotes Students indicated they would rather be present at university being tested for SARS-CoV-2 (COVID-19), than go home.
T235 15588-15784 Sentence denotes Some staff reported feeling initially anxious about their return to work at the university during the pandemic, but they were keen to do so and had quickly adapted to this and the regular testing.
T236 15785-15949 Sentence denotes With the emotional responses to COVID-19 in mind, participants described extensive adaptations required in order to adapt to a “new normal” in the ongoing pandemic.
T237 15950-16296 Sentence denotes This included compliance with national restrictions, such as social distancing and self-isolation, but also the acknowledgement of the further challenges these restrictions presented to university life with relation to social engagement (and for first year students, making new friendships) as well as impacts on teaching and learning activities.
T238 16297-16430 Sentence denotes Overall, students and staff reported adapting well to the changes resulting from COVID-19 (e.g., online learning and remote working).
T239 16431-16593 Sentence denotes During the intervention period, the experience of testing became more normalised as households engaged in testing processes together and it became a shared habit.
T240 16594-16739 Sentence denotes Periods of self-isolation were seen to be the “new normal” during the pandemic, but participants raised difficulties experienced because of this.
T241 16740-16963 Sentence denotes Some were disappointed to have missed family events, others spoke about the acute impact of self-isolating on mental health and the tensions that had arisen in households as a result of the mental health impact of COVID-19.
T242 16964-17345 Sentence denotes First-year students who had not yet established friendship networks were concerned about missing out on university life: “there is a fear of not making friends at uni, so, when people come here, everyone wants to make lots of friends because that is where you’re here to do at uni, so it is kind of hard having those restrictions kind of prevent that.” (P98, female, Yr1, student).
T243 17346-17688 Sentence denotes Staff spoke of the heavy impacts of the pandemic on their workload, particularly with relation to teaching and learning activities, such as the transition to remote working, re-scheduling of assessments for students who were self-isolating and the additional work required to support partial face-to-face teaching in a COVID-safe environment.
T244 17689-17776 Sentence denotes One of the more significant challenges for staff was the management of student welfare.
T245 17777-18108 Sentence denotes They reported escalating mental health concerns among students that were exacerbated by periods of self-isolation and compounded in the early stages of P-ATS by practical issues for students living on and off campus that were later resolved (e.g., “teething problems” around the organisation of food delivery and laundry services).
T246 18109-18374 Sentence denotes With the potential for students being required to isolate more than once, staff perceived that adaptation to the new normal of COVID-19 and the success of mass testing approaches would require a substantial focus on student welfare and support for mental wellbeing.
T247 18375-18405 Sentence denotes (ii) Improving University Life
T248 18406-18529 Sentence denotes Participants made various suggestions for how the challenges of COVID-19 and adapting to the new normal might be addressed.
T249 18530-18667 Sentence denotes There was a strong appetite for wider-spread testing across all campuses to maximise perceptions of safety in the student and staff body.
T250 18668-18847 Sentence denotes There was a desire for more university-led events to entertain students, facilitate social activity to assist with friendship building and to reduce the boredom of self-isolation.
T251 18848-18985 Sentence denotes There was a general consensus that personal contact and support is essential to reduce the fear and anxiety experienced during this time.
T252 18986-19182 Sentence denotes Students requested personal support from university staff with managing the challenges of missed opportunities or learning experiences due to self-isolation (e.g., lectures or practice rotations).
T253 19183-19419 Sentence denotes They spoke of the importance of regular check-ins from staff during periods of self-isolation to minimise the mental health impacts: “it doesn’t need to be a lot, simple email, not even every day like every other day, how are you doing?
T254 19420-19472 Sentence denotes Do you need anything?” (P116, female, Yr1, student).
T255 19473-19566 Sentence denotes Staff were commended by students for the level of support they had provided during this time.
T256 19567-19759 Sentence denotes Some participants believed that there should be increased education around repercussions or regulation defiance for the minority of students that were not adhering to social distancing advice.
T257 19760-19959 Sentence denotes Students acknowledged that some positive support was already in place from the university with practical tasks, including shopping, and were aware of the workload pressures that this added for staff.
T258 19960-20449 Sentence denotes However, staff disclosed pressures associated with increased student support, particularly with relation to the workload and challenges associated with supporting students after they received a test result and through periods of self-isolation: “So, some support around, for the students, around what happens when you get a positive result would be extremely useful to come alongside that [the testing], so that did increase our workload quite considerably.” (P129, male, staff, academic).
T259 20451-20457 Sentence denotes 3.2.3.
T260 20458-20466 Sentence denotes Theme 3:
T261 20467-20502 Sentence denotes Influences on Testing Participation
T262 20503-20522 Sentence denotes (i) Testing Freedom
T263 20523-20702 Sentence denotes Considering the challenges faced by participants, several students and staff expressed the motivation to participate in the pilot scheme based on the concept of “testing freedom”.
T264 20703-20931 Sentence denotes For many, this seemed to be a psychological response of acquiring “peace of mind” from knowing they were not an asymptomatic COVID-19 carrier and they were making efforts to protect their friends, families and local communities.
T265 20932-21386 Sentence denotes This response then engendered a practical freedom whereby individuals felt that participation in the testing would allow them to visit family members, or made them feel more comfortable to take part in general social activities: “I just wanted to know if I was positive so that I could take steps not to spread it and to kind of know that I was you know at risk and people near me were at risk so that was my main driver” (P128, female, staff, academic).
T266 21387-21498 Sentence denotes However, the freedom of testing could also have more negative impacts on behaviour, as discussed in theme four.
T267 21499-21523 Sentence denotes (ii) External Influences
T268 21524-21636 Sentence denotes Participants referred to many external influences that acted as drivers to their participation in the programme.
T269 21637-21734 Sentence denotes Many students had been encouraged to take part by family or friends, as well as university staff.
T270 21735-21974 Sentence denotes Students alluded to being “in it together” and spoke of the expectation from other students that they would take part in the testing “yes, [it’s] like an activity so you would feel left out if you didn’t do it” (P93, female, Yr1, student).
T271 21975-22125 Sentence denotes Some participants were driven to take part since they viewed this as a mechanism by which university students could contribute to the national effort.
T272 22126-22141 Sentence denotes (iii) Curiosity
T273 22142-22431 Sentence denotes Some students and staff were motivated to take part in the testing because of an underlying curiosity about their personal health status (i.e., COVID-19 negative or positive, potential immunity to COVID-19), or a scientific interest in the testing processes and the aligned research study.
T274 22433-22439 Sentence denotes 3.2.4.
T275 22440-22448 Sentence denotes Theme 4:
T276 22449-22488 Sentence denotes Testing—Physical and Logistical Factors
T277 22489-22506 Sentence denotes (i) Communication
T278 22507-22565 Sentence denotes Communication was a pivotal factor throughout the process.
T279 22566-23102 Sentence denotes Most of the participants referred to the appropriateness and acceptability of communications from the university, including the clear sign-up instructions provided at the outset, concise information about testing and the processes, and appropriate approaches to communication of test results: “yes it was good, we didn’t get told when we had negative results but then we got an email at the end of the day saying that anyone who was positive had been contacted so obviously you knew that you were negative” (P121, female, Yr1, student).
T280 23103-23513 Sentence denotes Others highlighted problems that had occurred with communications, such as delays in the provision of instructions, and some “less clear” communications that had led to misunderstanding about the purpose of the testing, how to take the swab tests and how samples would be used “I think it would have been better if you got an email every time, just because then you’re kind of like well did they do my test?...
T281 23514-23605 Sentence denotes There is always a little thing in the back of your head like did it actually test negative?
T282 23606-23666 Sentence denotes Or did my test not get there?” (P101, female, Yr5, student).
T283 23667-23941 Sentence denotes Both students and staff had expected to receive their antibody test results but had not received it during the study period, and the lack of communication related to when, or if, results would be available affected adherence to the antibody testing element of the programme.
T284 23942-24206 Sentence denotes Staff highlighted some inadequacies in university-wide communications about the self-isolation processes and support that students could expect to receive, and the time they spent clarifying communications with students had significantly increased staff workloads.
T285 24207-24228 Sentence denotes (ii) Physical Testing
T286 24229-24475 Sentence denotes The act of testing itself was acceptable to the vast majority of participants, and there was no consensus on the preferred methods of testing between saliva or swabs (for presence of SARS-CoV-2) or finger-prick antibody test (for prior exposure).
T287 24476-24661 Sentence denotes Several students spoke of the efforts staff had made to assist in the process, and video materials, leaflets and explanatory emails were particularly valued to assist with self-testing.
T288 24662-24932 Sentence denotes A minority referred to negative aspects of the testing (such as swab tests being physically unpleasant to undertake or a fear of needles), but these factors did not appear to deter any of the students from participating and were not reported as reasons for missed tests.
T289 24933-24964 Sentence denotes (iii) Practicalities of Testing
T290 24965-25051 Sentence denotes No students or staff raised any significant concerns related to the testing processes.
T291 25052-25504 Sentence denotes There was a general consensus that the frequency of testing was appropriate, and the collection and drop-off locations were convenient, particularly for those who were based on campus: “I thought it was really easy, erm and erm we noticed because the drop off and the collection station is opposite our office, we noticed that the participation from the students… who are living on campus was really, really good.” (P123, female, staff, administrator).
T292 25505-25797 Sentence denotes Some participants raised practical barriers, such as the logistics of collecting tests when self-isolating, periods of stock depletion which meant swabbing was unavailable, or further challenges related to timetabling, “I think it was pretty much all positive, the only thing was the timings.
T293 25798-25939 Sentence denotes It was a bit annoying rushing through like some lecture or like running over to put them in before the deadline” (P94, female, Yr1, student).
T294 25940-26110 Sentence denotes Furthermore, the logistical challenges associated with maintaining adequate supplies of test kits and ensuring all students had access to them, were highlighted by staff.
T295 26112-26118 Sentence denotes 3.2.5.
T296 26119-26127 Sentence denotes Theme 5:
T297 26128-26156 Sentence denotes Testing—Effects on Wellbeing
T298 26157-26186 Sentence denotes (i) Improved Mental Wellbeing
T299 26187-26253 Sentence denotes The P-ATS was perceived to be extremely important by participants.
T300 26254-26481 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 26482-26902 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 26903-26998 Sentence denotes You knew that there was a bit more of a like safety net in a way” (P121, female, Yr1, student).
T303 26999-27022 Sentence denotes (ii) Behavioural Change
T304 27023-27114 Sentence denotes The positive impacts noted by participants were closely associated with behavioural change.
T305 27115-27252 Sentence denotes The clear communications had made it easy for students to follow testing instructions and adhere to social distancing guidance on campus.
T306 27253-27370 Sentence denotes Generally, students and staff felt comfortable with being present on campus while the testing programme was in place.
T307 27371-27920 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 27921-28109 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 28110-28298 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 28299-28509 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 28510-28846 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).