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dc.contributor.authorGibson Smith, Kathrine
dc.contributor.authorCunningham, Kathryn B.
dc.contributor.authorCecil, Joanne E.
dc.contributor.authorLaidlaw, Anita
dc.contributor.authorCairns, Patrick
dc.contributor.authorScanlan, Gillian
dc.contributor.authorTooman, Tricia R.
dc.contributor.authorAitken, Gill
dc.contributor.authorFerguson, Julie
dc.contributor.authorGordon, Lisi
dc.contributor.authorJohnston, Peter
dc.contributor.authorPope, Lindsey
dc.contributor.authorWakeling, Judy
dc.contributor.authorWalker, Kim
dc.date.accessioned2021-08-20T11:30:09Z
dc.date.available2021-08-20T11:30:09Z
dc.date.issued2022-02-07
dc.identifier274439548
dc.identifierb2c2b13a-8f70-4330-985a-7f9778a639e6
dc.identifier85113142254
dc.identifier000686516200001
dc.identifier.citationGibson Smith , K , Cunningham , K B , Cecil , J E , Laidlaw , A , Cairns , P , Scanlan , G , Tooman , T R , Aitken , G , Ferguson , J , Gordon , L , Johnston , P , Pope , L , Wakeling , J & Walker , K 2022 , ' Supporting doctors’ well-being and resilience during COVID-19 : a framework for rapid and rigorous intervention development ' , Applied Psychology: Health and Well-Being , vol. 14 , no. 1 , pp. 236-251 . https://doi.org/10.1111/aphw.12300en
dc.identifier.issn1758-0846
dc.identifier.otherORCID: /0000-0003-4779-6037/work/98784956
dc.identifier.otherORCID: /0000-0003-1214-4100/work/98785438
dc.identifier.otherORCID: /0000-0002-4986-1501/work/98785702
dc.identifier.otherORCID: /0000-0002-3300-7220/work/98785756
dc.identifier.urihttps://hdl.handle.net/10023/23804
dc.descriptionAuthors thank the Chief Scientist Office, Scotland for supporting the research.en
dc.description.abstractThis paper aims to outline the development of a theoretically informed and evidence-based intervention strategy to underpin interventions to support the well-being of doctors during COVID-19 and beyond; delineate new ways of working were employed to ensure a rapid and rigorous process of intervention development and present the resulting novel framework for intervention development. The research comprised four workstreams: literature review (WS1), qualitative study (WS2), intervention development and implementation (WS3) and evaluation (WS4). Due to time constraints, we employed a parallel design for WS1–3 with the findings of WS1–2 informing WS3 on a continual basis. WS3 was underpinned by the Behaviour Change Wheel. We recruited expert panels to assist with intervention development. We reflected on decisions taken to facilitate the rapid yet rigorous process of intervention development. The empirical output was a theoretically informed and evidence-based intervention strategy to underpin interventions to support doctors' well-being during COVID-19 and beyond. The methodological output was a novel framework that facilitates rapid and rigorous development of interventions. The intervention strategy provides a foundation for development and evaluation of tailored interventions to support doctors' well-being. The novel framework provides guidance for the development of interventions where the situation demands a rapid yet rigorous development process.
dc.format.extent16
dc.format.extent679045
dc.language.isoeng
dc.relation.ispartofApplied Psychology: Health and Well-Beingen
dc.subjectCOVID-19en
dc.subjectBehaviour changeen
dc.subjectInterventionen
dc.subjectMedicineen
dc.subjectMethodologyen
dc.subjectResilienceen
dc.subjectWell-beingen
dc.subjectRA0421 Public health. Hygiene. Preventive Medicineen
dc.subjectNDASen
dc.subjectSDG 3 - Good Health and Well-beingen
dc.subject.lccRA0421en
dc.titleSupporting doctors’ well-being and resilience during COVID-19 : a framework for rapid and rigorous intervention developmenten
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. School of Medicineen
dc.contributor.institutionUniversity of St Andrews. Population and Behavioural Science Divisionen
dc.contributor.institutionUniversity of St Andrews. Health Psychologyen
dc.contributor.institutionUniversity of St Andrews. Sir James Mackenzie Institute for Early Diagnosisen
dc.contributor.institutionUniversity of St Andrews. Education Divisionen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. School of Managementen
dc.identifier.doi10.1111/aphw.12300
dc.description.statusPeer revieweden
dc.identifier.urlhttps://iaap-journals.onlinelibrary.wiley.com/doi/10.1111/aphw.12300#support-information-sectionen


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