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Adults over the age of 65 who are diagnosable with personality disorder face numerous problems within current mental health service provision. These include a lack of diagnostic clarity and a lack of specialist personality disorder‐specific interventions. The authors present a pilot mini therapeutic community service for older adults diagnosable with personality disorder consistent with recommendations from NSF, NIMHE and NICE. Clinical experience suggests that positive outcomes demonstrated in similar services for adults of working age may be possible in this group and preliminary outcome results described in the article suggest a trend of clinical and functional improvement, and some economic benefits. This will need to be replicated and tested with a larger sample to confirm these findings.

One of the main features of the reform of the Mental Health Act 2007 was the introduction of community treatment orders (CTOs). CTOs represent a fundamental shift in the rights of people with severe mental health problems, who have been detained in hospital under section 3 of the Mental Health Act and subsequently discharged. The call for the introduction of CTOs or similar legislation has been a feature of mental health policy over the past 20 years. Despite the detailed discussion of the relationship between ethnicity and psychiatry, there has been very little attention paid to the way that race was a factor in the community care scandals of the 1990s. This article, through the consideration of two very high profile cases ‐ Christopher Clunis and Ben Silcock, explores the media's influence on the construction of the debate in this area. In particular, it explores the way that the media reporting of the two cases had a role in not only perpetuating racial stereotyping, but also the stigmatising of those experiencing acute mental health problems. In addition, with the use of government papers obtained under the Freedom of Information Act, it considers the response to and the attempts to influence the media debate at that time.

This paper provides a clinical practice overview of the challenges that can arise when working with dangerous and severe personality‐disordered patients in a high secure hospital. Poor engagement and treatment readiness, mistrust, paranoia and dominant interpersonal styles are all clinical features that affect treatment delivery. The paper discusses the impact of these features, and suggests how clinicians can engage effectively with individuals who have personality disorders in regard to therapy in general.

The purpose of this paper is to describe the development of a national standard for midwifery mentorship in Uganda, part of a wider project which aimed to develop a model of mentorship for Ugandan midwifery using the principles of action research. It aims to stimulate debate about strengthening the capacity of a health regulatory body, midwifery twinning partnerships and the use of international health volunteer placements.

Model of mentorship for Ugandan midwifery was a 20-month project implemented by the Royal College of Midwives UK and the Uganda Private Midwives Association. Following a situational analysis, the project was structured around three action reflection cycles, participatory workshops, individual twinning relationships between UK and Ugandan midwives and peer exchange visits. The capacity of the Ugandan Nurses and Midwives Council (UNMC) to develop a standard for midwifery mentorship was assessed. A capacity building programme was then designed and implemented to develop the standard for midwifery mentorship.

The capacity of UNMC was increased and the standard was developed though has yet to be validated and adopted. However, this intervention may not be replicable as a stand-alone intervention because its success was inextricably linked to the wider programme activities and support structures.

This is the first paper describing midwifery twinning to strengthen the capacity of a regulatory body to develop practice standards.

This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.

This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended.

The analysis identified eight major themes that impact online teaching effectiveness: class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response.

The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic.

Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses.

This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic.

This paper sets out to report attitudes of staff on key health service committees towards community participation before and after appointment of community representatives.

The paper shows a self‐completed questionnaire administered to staff on committees as a baseline measure and 12 months after community representatives had been appointed.

The paper finds that significantly more staff at the follow‐up survey reported that they and other staff were clear about the role of community representatives and how to work with them on committees. Significantly more staff at follow‐up felt that the health service was ready for this type of initiative. There was no significant increase in the percentage of staff who felt that financial and other supports for community representatives were sufficient and no significant changes in staff views about the potential for community representatives to influence decision making, although there were strong trends in a positive direction.

The study in this paper was conducted in one health service and did not follow changes in attitudes of particular staff over time. Larger samples would be necessary to assess generalisability of findings and future studies should examine in more depth staff beliefs about the role and influence of community members on committees.

The paper implies that the development of ongoing and constructive relationships between health services and communities clearly takes time and, at least in part, results from direct experience working alongside community members.

The paper shows that this is the first study examining how the attitudes of health service staff to community participation change over time and as a direct result of interaction with community members on committees. A better understanding of health service staff attitudes to community participation is important for health care managers to effectively address structural and attitudinal barriers to community participation.

The purpose of this paper is to try to understand the process of community building that helped transform the City of Chattanooga to become one of the greenest cities in the country and why the sustainability program worked for Chattanooga.

In total, 30 key informants, identified through snowball sampling, were interviewed. To corroborate the interview data, numerous documents were reviewed and repeat field visits to Chattanooga and surrounding area conducted over a period of three-and-a-half years. Interview data were analyzed using MAXQDA qualitative data analysis software.

Findings show that the transformation process from “the dirtiest city in America” to “green city” was mainly a community agenda. Led by concerned private citizens and visionaries, Chattanooga went through aggressive community mobilization, citizen empowerment and participation in environmental improvement, building of social capital and economic revitalization.

Research limitations include under coverage and researcher bias.

Lessons for cities that share the same industrial history as Chattanooga.

Community-building and community participation can work in a collectivist culture.

The lead author collected the data, conducted analysis and did all the writing with mentoring from the co-authors.

Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study.

A comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test.

This study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects.

As a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students.

Categorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience.

This research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.