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Evidence-based hydration care for older people is essential to health and wellbeing. However, practices vary, leading to negative outcomes for older people, particularly in relation to increased incidence of morbidity and mortality. As a discrete work package situated within a larger study to enhance hydration care for older people in care homes, the purpose of this part of the study was to develop a hydration competency framework to support an evidence-based approach to practice.

An overview of the literature informing hydration care was undertaken to establish best practice, resulting in the generation of a series of competency statements. Using a co-production approach, these statements were reviewed and assimilated into a hydration competency framework that was piloted across two care home sites. Revision and refinement of the framework was undertaken in response to feedback from the co-production group, until consensus was reached to agree the final iteration.

The hydration competency framework has three core domains relating to: understanding the individual daily hydration requirements of older people; assessing the individual daily hydration requirements of older people; implementing person-centred care to maintain and monitor the daily hydration requirement needs of older people. Each domain is comprised of competency statements that reflect the current evidence base informing best practice for hydration care for older people.

The hydration competency framework provides an innovative tool that can be used to support care home staff to deliver evidence-based hydration practices and positively enhance care outcomes for older people.

This study aims to capture children’s interpretation of holistic well-being within Irish primary schools and add to the development of a comprehensive systems-informed positive education model.

This study utilized visual participatory research methods, including PhotoVoice and one-on-one interviews, to assess children’s (n = 16) well-being, guided by Von Unger’s comprehensive seven-step framework. Data analysis was anchored within grounded theory, beginning with data collection, initial coding, focused coding and culminating in identifying themes and subthemes. Data were interpreted using the mosaic approach by integrating visual and verbal data.

This analysis uncovered three primary themes that affect student well-being: relationships, space and physical environment and learning and curriculum, each with detailed subthemes. For instance, student–teacher relationships, peer relationships, safety, learning spaces, the creative curriculum including arts and music and the experiential richness of outdoor learning are crucial to students' educational growth and well-being. These aspects are seen as interconnected, shaping a holistic educational experience beyond academic learning to encompass students’ comprehensive well-being. The students' narratives demonstrated that learning is not merely an academic exercise but a vital component of their well-being.

This study significantly departs from traditional educational research by advocating for a dynamic, action-oriented understanding of “well-being.” It challenges the static, possessive interpretations of well-being and introduces the concept of well-being as a fluid and ever-evolving process. This reconceptualization positions well-being as a complex construct, influenced by an intricate web of relationships, spanning human and non-human interactions, organizational and environmental structures, personal desires, behavioral practices and broader societal and cultural frameworks.