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This quantitative phase of a mixed-methods study aims to describe the effect of the Transitional Care Bridge (TCB) programme on functional decline, mortality, health-care utilisation and health outcomes compared to usual care in a regional hospital in the Netherlands.

In a pre- and post-cohort study, patients aged ≥70 years, admitted to the hospital for ≥48 h and discharged home with an Identification of Seniors at Risk score of ≥2, were included. The TCB programme, started before discharge, encompassed six visits by the community nurse (CN). Data were obtained from the hospital registry and by three questionnaires over a three months period, addressing activities of daily living (ADL), self-rated health, self-rated quality of life and health-care utilisation.

In total, 100 patients were enrolled in this study, 50 patients in the TCB group and 50 patients in the usual care group. After three months, 36.7% was dependent on ADL in the TCB group compared to 47.1% in the usual care group. Mean number of visits by the CN in the TCB group was 3.8. Although the TCB group had a lower mortality, this study did not find any statistically significant differences in health outcomes and health-care utilisation.

Challenges in the delivery of the programme may have influenced patient outcomes. More research is needed on implementation of evidence-based programmes in smaller research settings. A qualitative phase of the study needs to address these outcomes and explore the perspectives of health professionals and patients on the delivery of the programme.

This study provides valuable information on the transitional care programme in a smaller setting.

The purpose of this paper is to provide a comprehensive cross-national comparative framework to compare open data policies from different countries and to derive lessons for developing open data policies. Open data policies guide the opening and stimulate the usage of public data. However, some countries have no or less developed open data policies, in this way missing the opportunity to reap the benefits of open data.

Literature review and case studies were conducted to extend an existing comparison framework, and the framework was used to compare open data policies of the UK, the USA, The Netherlands, Kenya and Indonesia.

The comparison of open data policies highlighted several lessons that can be learned, including actions regarding a robust legal framework, generic operational policies, data providers and data users, data quality, designated agencies or taskforces and initiatives and incentives for stimulating demand for data. National policies should also be focused on removing barriers on the operational level and policies for stimulating the release and use of data.

There is hardly any research systematically comparing open data policies. The comparative framework provided in this paper is a first analytical basis for cross-national comparison of open data policies and offers possibilities for systematic cross-national lesson-drawing.

The authors found two waves of policy-making. The first wave of policy is focused on stimulating the release of data, whereas the second wave of policy is aimed at stimulating use. The comparison can be used to learn from other policies and help to improve open data policies. A third wave of open data policy is expected to materialize focusing on realizing added value from utilizing open data.

Improving a country’s open data policy can help the country to reap the benefits of open data, such as government transparency, efficiency and economic growth.

Open data are a recent phenomenon and countries are looking for ways to obtain the benefits. This research can be used for developing and evaluating open data policies.

The purpose of this paper is to derive design principles for improving the open data publishing process of public organizations. Although governments create large amounts of data, the publication of open data is often cumbersome and there are no standard procedures and processes for opening data, blocking the easy publication of government data.

Action design research (ADR) was used to derive design principles. The literature was used as a foundation, and discussion sessions with civil servants were used to evaluate the usefulness of the principles.

Barriers preventing easy and low-cost publication of open data were identified and connected to design principles, which can be used to guide the design of an open data publishing process. Five new principles are: start thinking about the opening of data at the beginning of the process; develop guidelines, especially about privacy and policy sensitivity of data; provide decision support by integrating insight in the activities of other actors involved in the publishing process; make data publication an integral, well-defined and standardized part of daily procedures and routines; and monitor how the published data are reused.

The principles are derived using ADR in a single case. A next step can be to investigate multiple comparative case studies and detail the principles further. We recommend using these principles to develop a reference architecture.

The design principles can be used by public organizations to improve their open data publishing processes. The design principles are derived from practice and discussed with practitioners. The discussions showed that the principles could improve the publication process.

Decreasing the barriers for publishing open government data could result in the publication of more open data. These open data can then be used to stimulate various public values, such as transparency, accountability, innovation, economic growth and informed decision- and policymaking.

Publishing data by public organizations is a complex and ill-understood activity. The lack of suitable business processes and the unclear division of responsibilities block publication of open data. This paper contributes to the literature by presenting design principles which can be used to improve the open data publishing process of public sector organizations.

In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided.

The author conducted a survey that gathered qualitative and quantitative data from coaches (N = 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches’ number of years of teaching and coaching experience was considered.

The outcomes of the data analyses showed that overall, coaches claimed to be very aware of students’ mental health and well-being-related issues and that female coaches tend to be more aware of these than male coaches. The group of coaches with 5–25 years of coaching experience resulted in being less trained to notice when students struggle with mental health and well-being issues. Overall, coaches indicated to be tentatively willing to assist such students and reported to have a rather low ability and capability to assist students who displayed mental health and well-being issues. More than half of the respondents declared that “face to-face” was the most appropriate approach to address mental health and well-being topics, and most of the respondents (43%) answered that it should be “offered at student’s request.” Some suggested topics to be offered were stress, depression, anxiety, study-related issues, study motivation, persistence, emotional intelligence and emotional resilience. Coaches proposed to be provided with trainings that equip them with the necessary knowledge, tools, and concrete mental health and well-being topics that could be addressed during coaching. Additionally, there should be a clear distinction between professional mental health help and coaching for mental health and well-being in universities.

There were very few studies that reported on coaching for mental health and well-being in higher education after the Covid-19 pandemic in the Netherlands to compare the results with; the sample size of this survey was small; the survey was designed to capture only the coaches’ perceptions on students’ mental health-related issues.

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception on the frequency, form of the help offered, topics to be tackled and form in which this help to be offered were gathered.

By performing this survey, more empirical knowledge is added regarding higher education coaches’ perception of their awareness, willingness, capability and ability to assist students who display mental health and well-being issues in general, and students affected by the impact of the Covid-19 pandemic in particular. Furthermore, insights regarding higher education coaches’ perception of the frequency, form of the help offered, topics to be tackled and the preferred form in which this help should be offered were gathered.