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This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.

A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.

The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.

This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.

Obesity is an important contributory factor to premature mortality and morbidity. The purpose of this study was to survey inpatients at a secure psychiatric hospital in order to determine the proportion that was overweight and obese. Further aims were to identify variables associated with obesity and the proportion of patients being treated for diabetes mellitus, hypertension, and hyperlipidaemia.

A cross‐sectional survey of 234 adult male and female forensic and rehabilitation patients was carried out using routinely collected data.

Of the 144 males, 33.3 per cent were overweight and 47.2 per cent were obese. Of the 90 females, 20.0 per cent were overweight and 63.3 per cent were obese. More patients had gained weight in the last three months than had lost it. Being overweight or obese was associated with the prescription of antipsychotic medication and valproate. A total of 30.3 per cent of patients were being treated for hyperlipidaemia, 14.1 per cent for hypertension and 8.5 per cent for type II diabetes mellitus.

The survey was conducted in an independent hospital, thus the results are not readily generalisable to the wider NHS. The authors were unable to report on the prevalence of metabolic syndrome. This is a subject that merits further research.

Obesity is a major challenge in this patient population and requires active management to try and prevent complications. Patients need continuing education about healthy eating and encouragement to take exercise.

There is a paucity of published surveys of obesity and its complications in forensic populations.

The purpose of this paper is to explore and discuss some of the possibilities and risks that one can encounter in the process of doing ethnographic organization research with an at-home approach.

The paper draws on self-reflexive analyses of a four-year research process, where the author – a rock musician – investigated how rock bands within the author’s social networks organize their activities. The materials used for analysis were notes and diaries, as well as reflections on memories.

The findings illustrate aspects of the researcher’s “breaking out” process, which involved the researcher’s initial impulse to leave his practitioner-self, a subsequent lack of interest and eventually a return to what felt genuinely intriguing for him to study. The paper argues that one important aspect of the at-home researcher’s breaking out process may involve an active recognition of his/her practitioner-self as a resource – not least to avoid losing interest or getting lost in abstractions.

This paper conceptualizes and builds further upon previous discussions on at-home research, adding insights into the “breaking out” process and the curious paradox of the proposed necessity for the researcher to leave and utilize his/her at-home experience and familiarity.