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d213d93c-85f6-44bc-bd30-219d08d1075e COMPLETED: Material Citizenship Framework Project Principal Investigator : Professor Jackie Bridges (Professor of Older People's Care, School of Health Sciences, University of Southampton) Co-investigator : Dr Kellyn Lee (Visiting Fellow, School of Health Sciences, University of Southampton) Researchers: Dr Jane Frankland, Leah Fullegar Collaborator: Zoe McCallum (Chief Operating Officer, Brendoncare) Started : 1 February 2020 Completed: 30 November 2022 Project partners: Brendoncare Foundation. Co-funded by University of Southampton ESRC Impact Acceleration Account, Alzheimer’s Society, The Brendoncare Foundation Concept Material Citizenship, a new approach to dementia care, uses objects used to carry out tasks (such as a mobile phone or curling tongs) as a mechanism for improving the care experience for care home staff and people living with dementia in care homes. It does so by: Encouraging care home staff to include personal possessions in care plans Support use of personal possessions to maintain routines and rituals Enable people living with dementia to carry out everyday tasks, supporting them to the live the life they want to live Impacts Material Citizenship training was delivered to four care homes, part of two care organisations in the UK. Adopting a Material Citizenship approach has had a positive effect on many of the people who live, work and visit these care homes. According to one care home manager, taking a Material Citizenship approach has transformed how they provide care. They have seen an improvement in the wellbeing of residents and increased confidence in staff who attended the training. Care home staff are now supporting people living with dementia to engage in meaningful activities such as delivering newspapers, baking bread and polishing their own rooms – with the polish they like. It has also had a more fundamental impact on the care practices of a care home. In one care home the manager gave an example of how it has changed the culture in the care home. Prior to introducing Material Citizenship catering staff worked certain times of the day and food was restricted to set meal times. This has changed and catering staff are now available to support residents in meal choices and meal times that suit them. It was also reported that prior to Material Citizenship, time restrictions of when people should leave the care home and return to the care home were in place. Residents no longer need to be back at certain times, they have more freedom to come and go as they wish, something noted by an external healthcare professional as being wonderful. Material Citizenship has enabled care home staff to grow in confidence. Prior to attending training care home staff were observed to be frequently deferential when interacting with visiting healthcare professionals. Now care home staff are more willing to engage and assert themselves to get the best possible outcome for residents. By applying a Material Citizenship approach it has been reported staff are less likely to rush to the assumption that medical intervention might be the best way forward to to reduce behaviours they find challenging. Instead, staff are using objects as a way of exploring why a person may be communicating in a negative way and have more confidence when working with people living with dementia. Publication: Material Citizenship: An ethnographic study exploring object–person relations in the context of people with dementia in care homes

Welcome ARC Wessex ran from October 2019 until March 31st 2026 - This is our legacy website The new ARC Wessex will run from 1 April 2026 until March 31st 2031 - It's website is here Over the six and a half years ARC Wessex managed to leverage £** Million in addition to the initial £14 Million awarded by the National Institute for Health and Care Research You can read about it's research impact here

945aa457-32c2-485e-a4e6-687eee387f97 COMPLETED ADOPTED PROJECT: Optimising Outpatients: Effective service transformation through face-to-face, remote and digital care delivery. Principal Investigator: Professor Chris Kipps, Consultant Neurologist at University Hospital Southampton NHS Foundation Trust Team: Dr Sarah Fearn, Senior Research Fellow, University of Southampton Starts: 1/2/2022 Ends: 31/07/24 Background The number of people living with a neurological condition is increasing, placing ever greater demand on existing services. The NHS Long Term Plan outlines a need for new service models to optimise care. Remote and digital technologies, aimed at improving efficiency and service delivery, can promote a more personalised approach to outpatient care, with a key outcome being a reduction of unnecessary appointments. ‘Remote care’ provides synchronous communication between the patient and the healthcare professional (HCP) across different locations. The COVID-19 pandemic accelerated the uptake of remote care with a rapid shift in appointments performed via phone or video-call. ‘Digital care’ provides technology-enabled asynchronous communication between the patient and their care team (e.g. messaging) where contact with an HCP is not required in real time. UHS has been a leader in developing digital care through the My Medical Record care platform that provides a unique digital tool connecting patients to their care team. Both remote and digital care provide cost effective, implementable opportunities to transform outpatient services in neurology and for other long-term conditions. Yet little is known about the most effective ways to combine the standard face-to-face appointment with remote and digital technologies to provide effective, efficient, high quality outpatient care. There has been some research into the advantages, disadvantages, barriers and enablers of remote care during the pandemic for people with neurological conditions (Nakornchai et al. 2021), with a growing body of work into digital healthcare and the moderating factors of its use and success within this population (Moccia et al. 2018). However, in a post-pandemic environment, we need to shift the focus from separate analyses of remote and digital care onto how best to combine face-to-face, remote and digital care to better serve patient needs and realise the ambitions of the Long Term Plan. Why this research matters During the COVID-19 pandemic, many outpatient neurology appointments were moved online or over the phone to keep people safe. Five years on, remote care is still widely used—but are we doing it well? We wanted to find out what works, what doesn’t, and how we can make remote neurology care better for both patients and healthcare professionals. What we did We analysed large national surveys about remote appointments from over 2,400 neurology patients and carers (via The Neurological Alliance’s national survey) and nearly 600 neurologists (via two surveys collected by the Association of British Neurologists). We also ran local focus groups and co-production workshops with patients, carers and healthcare professionals to understand what really matters in a neurology appointment. Together, we co-designed a set of practical, evidence-based recommendations to help services deliver better, more person-centred, and efficient remote neurology care. What people told us Remote care can be hugely beneficial when done well. Patients appreciated the convenience – avoiding travel, hospital parking and long waits - especially if they had mobility issues or lived far from the hospital. It also made it easier for carers or family members to join the appointment. But there were challenges. Patients worried they might not get the same quality of care without being seen in person. They were concerned about symptoms being missed, not being taken seriously, or struggling to explain themselves over the phone. Some felt remote appointments could feel rushed or impersonal. Patients were also concerned about maintaining their own privacy during the consultation and wanted to feel certain that their healthcare professional was also in a private space. Not all patients felt confident with video technology and weren’t sure what to do if things went wrong. Healthcare professionals also found remote working challenging at times — IT systems and technology weren’t always reliable and were clunky to use, finding a private room could be difficult, and it wasn’t always easy to ensure timely in-person follow up if a concern had been identified remotely. What we recommend Together with patients, carers, and professionals, we developed key recommendations to improve remote care: • Let patients choose the type of appointment that suits them—face-to-face, phone, or video—where it’s safe to do so. • Co-design clear, accessible tools and information with patients to improve trust in remote care and help all patients get the most out of their remote appointments. • Protect clinical staff time to keep digital platforms and patient resources up-to-date. • Implement fair and robust triage systems to reduce variation in care. • Provide regular training and support so staff can deliver the quality of patient care they aspire to. • Ensure there are enough private spaces for healthcare professionals to deliver confidential remote consultations. • Maintain enough rapid-access face-to-face slots to allow timely and safe in-person follow up when needed. • Improve digital systems and streamline admin to reduce stress, avoid unnecessary delays and boost satisfaction for both staff and patients. • Regularly review how remote services are working to make sure they’re fair and effective for all, especially those with less digital access or confidence. What’s next Remote care is here to stay. But for it to work well, it needs to be flexible, inclusive and built around patient and staff needs. We have shown that with the right systems, tools and support, remote neurology can deliver safe, high-quality and accessible services. These recommendations will not only optimise remote care in neurology but would also be adaptable to other clinical specialities across the NHS. What did we do with this new Knowledge? • Shared findings with patients and carers and healthcare professionals. • Informed content of the UHS outpatient webpages. • Provided national and local feedback to the UHS outpatient transformation team to inform strategy for remote care in neurology and more generally. • Used the positive feedback from our workshop participants to inform future approaches to Increase engagement and inclusion in research. • Drafted an article about optimising remote appointments in neurology for publication. What's next We will discuss the recommendations with the Association of British Neurology Quality Committee with regards to endorsement of the recommendations for a neurology clinical practice guideline. Once endorsed and put into practice, the next step would be to audit practice and measure change.

d6d7fb08-5eb7-4cab-afcf-359d64b8fe12 COMPLETED ADOPTED PROJECT: Young people’s barriers to mental health services Lead: Dr. Corine Driessens Co-Investigator: Professor Peter W F Smith Kim Markham Jones & Fiona Lacey – YoungMinds Nicole Davenport, Mahdi Hassan, Shahrbano Iqbal, Friday Skelton – young researchers recruited by and in employ of YoungMinds Starting date: October 2022 Ended: July 2025 Published in journal of psychiatric research online: Use or no use? Young People's engagement with mental health services https://doi.org/10.1016/j.jpsychires.2026.01.034 Many young people in the UK experience anxiety or depression, but most can’t get mental health support when they need it. From the very beginning of this project, young people, both as young researchers and as participants in four co-production workshops, played a central role in shaping our questions, interpreting the findings, and explaining what the results mean in real life. Their insight guided every stage of the work. This study looked at what affects whether young people use mental health services and what happens to those who don’t. The biggest factor in getting help was whether health care professionals recognized the young person’s distress was a mental health disorder. Other things like, severity of symptoms, being a female, having fewer supportive people around, or having unemployed parents played a smaller role. Young people who didn’t use services were less likely to be female, come from single-parent families, have caring responsibilities, or have been bullied. They were also more likely to have good relationships with their parents. Those who did use services had poorer outcomes later in adulthood, suggesting they faced greater difficulties overall. Because specialist mental health services are overstretched, responsibility has shifted to GPs and teachers, who often feel under-resourced and not fully trained to meet these needs. The GPs we spoke to faced strict referral rules, long waiting lists, short appointments, and limited mental health training. The teachers we spoke to also felt pressure to support students without the resources or guidance they need. After hearing these findings, a group of young people from the “missing middle” (those struggling but not qualifying for specialist care) recommended: Training all school and college staff in mental health. Better support for apprentices at work. Peer support groups in schools, colleges, and universities. Safe spaces and housing support for LGBTQIA+ students. More help for young carers and fairer benefits. Better training for all health workers to support diverse communities. Looser referral rules so young people don’t have to be “ill enough” to get help. Youth hubs offering safe spaces, activities, and mental health support. Overall, the findings show the need for more inclusive, preventative, and joined-up mental health support for young people. Reflections on Young People involvement with shaping analysis framework for mental health .docx Download DOCX • 2.37MB What did we find out? Presented the findings at national and international conferences (e.g. MQ/DATAMIND, ADRUK, NIHR Statistics Group, EPA Epidemiology & Social Statistics, International Congress of the European Society for Child and Adolescent Psychiatry) Presented the findings at ARC Wessex webinar Presented findings on ARC Wessex website Where next? The young people who took part in our workshops were very clear about one thing: we need to start much earlier. They told us that helping children learn emotional skills, like understanding their feelings, managing stress, and asking for help, before stigma takes hold could make a big difference in preventing mental health problems later on. Taking this guidance seriously, our team has now grown to include experts who know how to design effective mental health programmes for primary schools, as well as researchers who can identify exactly which elements such a programme should include. Our next step is to develop a primary school–based intervention shaped by what young people told us matters most. Because this type of work sits outside ARC Wessex’s remit, we are now seeking external funding to take the project forward and bring this early-intervention programme to life. Olly Parker, Head of External Affairs and Research at YoungMinds , said: “This research from YoungMinds and the University of Southampton shines a vital light on the record numbers of young people needing mental health support. Growing up today is incredibly tough. Many young people are experiencing multiple pressures which impact their mental health, including poverty, inequality, intense academic pressure and the online world, so it’s no wonder so many are struggling. One of the clearest recommendations from the young people involved is the urgent need for early support hubs in every community. We know many young people face long waits for mental health support and become more unwell while waiting, which can lead to needing more urgent care. We need major reforms to address the root causes of poor mental health and for the Government to focus on reducing waiting lists so young people can get the support they need. The recent 10 Year Health Plan showed promising commitments with Young Futures Hubs and Mental Health Support Teams. These initiatives are vital to reducing pressures on the system, improving support and reducing waiting times - their rollout must be a political priority. But more is needed to tackle the scale of need - we need radical solutions that will address the reasons why so many young people are struggling in the first place.” Corine Driessens, one of the researchers based in Southampton, said: “It has been a truly wonderful and positive experience working with these groups of young people. Their innovative and fresh ideas across a wide range of ways to help others get the mental health support they need have been inspiring.”

bc679d13-74ba-4311-9808-713cccad3190 ADOPTED PROJECT: DIGNIFIE Gender-seNsitive evaluatIon oF a prIson alternativE DIGNIFIE: Gender-seNsitive evaluatIon oF a prIson alternativE - (intervention is known as Hope Street) Chief Investigator: Dr Emma Plugge – University of Southampton Project Team Members: Ms Donna Gipson – Empowering People: Inspiring Change, Ms Paula Harriott – Prison Reform Trust, Dr Kathy Kendall – University of Southampton, Professor Julie Parkes – University of Southampton, Dr Sara Morgan – University of Southampton Professor James Raftery – University of Southampton, Dr Lucy Wainwright Revolving Doors, Dr Naomi Gadian – University of Southampton, Dr James Hall – University of Southampton Organisations Involved One Small Thing, Prison Reform Trust, Ministry of Justice, Her Majesty’s Prison and Probation Services, Vivid Housing, Crown and Magistrates Courts, Southampton City Council, Adult Services, Southampton, Children Services, Southampton, Housing and Community Inclusion, Change Grow Live (CGL) Southampton, Southern Health NHS Foundation Trust, Hampshire County Council, Portsmouth City Council, Society of St James Background: This evaluation seeks to determine whether women’s health and wellbeing, social and criminal justice outcomes are improved when they are placed in a community based residential facility (Hope Street) rather than being imprisoned. The Ministry of Justice’s 2018 Female Offender Strategy sets out plans to improve outcomes for women in the community and custody. It aspires to ensure that fewer women are imprisoned and recommends the move to community management of women in contact with the criminal justice system (CJS), including residential women’s centres with places for women to bring their children. It is in this context that Hope Street, the community alternative to imprisonment, has been developed in Southampton. Women in contact with the CJS are some of the most disadvantaged people in society. One third of them will have been in care as children, two thirds live with ongoing domestic abuse and most will have experienced poverty. They have lower basic skills attainment than the general population, are more likely to be unemployed and to be in insecure housing. Their health is considerably poorer than that of women in the community; for example, the standardised mortality ratio for suicide is 20 times higher in imprisoned women than in the general population. This mixed methods study comprises qualitative research, a prospective cohort study and health economic evaluation. It started in 2021 and will be completed in 2027.

Case studies: Anna Badley It doesn't matter where you start. Find your research journey - there’s more than one path I love research and I always have done, but my journey to being awarded an ARC Wessex PhD Scholarship has been far from traditional. I have always been passionate about the nursing profession and in particular nurses and others who provide care in a person’s home. As a very busy District Nurse and Community Matron I had always assumed that research would be something I did later in my career. An incident at work left me severely unwell. This incident not only changed my life, it made me want to help others and learn about work pressure and how this impacts well-being and mental health. I moved into a Research Nurse position which was invaluable, it opened my eyes in seeing how research works in the NHS from research design to recruitment and data collection. It also gave me a great understanding of research governance and ethics. At the same time, I began work on my Master’s dissertation. I was fortunate enough to work with Professor Jane Ball, a globally renowned nursing researcher who became my supervisor. The MSc Dissertation allowed me to experience conducting my own research whilst developing skills in academic research. For anyone thinking of getting into research I would say go for it! Research is rich, rewarding and exciting. It doesn’t matter where you are starting from, there are so many opportunities available. It is easy to think that research or doing a PhD is an individual activity, I have learnt from my journey that it is only possible as a team - without the generosity of time, knowledge and leadership from Professor Jane Bal l, University of Southampton and Dr Sarah Williams , Solent NHS Trust this research would not be possible and I hope that together we can learn how to prevent nurses and others from getting harmed by doing a job that they love. Top tips Get in touch with your Research and Development team - they are a great source of knowledge about opportunities and how to start your research journey If you can, I would really encourage people to get experience in NHS Research Delivery, Internships are a good way of getting this experience Connect with people - research is only achieved in a team Find your research journey - there’s more than one path

d6ac5aeb-4d91-4adb-8844-1811307fb89b COMPLETED SOCIAL CARE: Building Bridges: Elevating Research Culture in Social Care through Collaboration, Qualitative Insight and Relationship-Driven Impact Principal Investigator: Dr David Raper (University of Winchester) Team: Rachel Harrison & Deborah MaCartney (University of Winchester) Start Date: 1 October 2022 End Date: 30 September 2024 Background Adult social care is currently dealing with a range of challenges with staff resources being stretched. Research, as an activity is difficult to maintain and embed in this context, but acknowledged to be fundamental in improving practice and finding new and creative ways to overcome challenges. In order to support an increase in social care research capacity, universities and social care agencies can engage collaboratively to explore strategies and processes that aim build capacity and space for research activity. This move to co-production will enable learning partnerships to be established, and opportunities for knowledge exchange enhanced. The outcome will be to engage, collaborate and find the means for professional development for social care professionals in research. Alongside this greater understanding of research cultures and contexts for local authorities and adult social care providers will help to develop future partnerships and opportunities for research initiatives. Aim(s) of the programmes of activity To develop contacts and communication routes between university and local authority, to help facilitate research and evaluation relationships. To provide support for research processes and the development of the role of research as an important part of the social care sector. To provide support and mentoring for a range of projects across local authorities and independent sector. To create new platforms for research training for social care practitioners, and growing confidence and experience in this area. Developing an understanding of research cultures with social care and local authority contexts. What we discovered To create a research culture for social care we found that…. •Collaboration takes time, effort, patience, resources, flexibility, compatible personalities and commitment to the project •There must be a shared clear commitment that social care has value •There must be a shared clear commitment that qualitative research has value •Research and impacts must be defined and understood as a joint endeavour •Enhancing research culture in social care is a shared, respectful journey leading to new insights What we are doing with this Knowledge? We are developing an innovative change management model to guide UK organisations in making person-centred transformations successfully, even amidst significant financial constraints The Local Authority are going to use our research to inform their current and future practice in meeting the needs of people who need physical care in their homes and people with learning disabilities We developed training courses to empower social care workers across the UK to conduct their own research We are writing international research articles with Local Authority staff We are holding public events to celebrate this social care research We are setting up a supportive research network for social care staff Where Next? There is a critical lack of research and research culture within social care sectors. We all need to work to create an environment where research in social care becomes a standard practice, shaping the future of service delivery. We will continue to champion the need and value of social care and social care research by extending our research activities, expanding our research short courses, supporting research networks, strengthening our partnerships with Local Authorities through joint funding bids and disseminating our findings more widely. We will continue to evaluate how our collaborative approach to research impacts social care outcomes. You can find a video detailing our findings here: Social care | NIHR ARC Wessex

Checklist, webinar and resources Project Outputs Buy-in and Engagement Fit with Health and Social Care Systems Alignment with Health and Social Care Priorities Outcomes and Impact Adoption and Spread Checklist, webinar and resources Quick links: The ARC Wessex Implementation Team have developed a process to assess the implementation factors of ARC projects outputs. Our Implementation Checklist assesses how far research teams have considered implementation and enables us to determine the level of input we need to provide to support the implementation process. The checklist comprises six domains representing key elements in the process leading to implementation. Within each domain there are a set of statements addressing different aspects of this process and the conditions required for implementation. In addition, there are several questions which are intended as prompts to help make the assessment. To complete the checklist, think about your project and consider each statement within the domain and its accompanying question(s). Decide if you agree or disagree with the statement by placing a tick in the relevant column. You should also think about the evidence you have to support your response and details of this should be provided in the last column. If you have questions about the checklist email, please send these to arcwessex@soton.ac.uk addressed to the “Implementation Team” Complete the evaluation survey implementation checklist Implementation Checklist The ARC Wessex Implementation Team have developed a process to assess the implementation factors of ARC projects outputs. Our Implementation Checklist assesses how far research teams have considered implementation and enables us to determine the level of input we need to provide to support the implementation process. The checklist comprises six domains representing key elements in the process leading to implementation. Within each domain there are a set of statements addressing different aspects of this process and the conditions required for implementation. In addition, there are several questions which are intended as prompts to help make the assessment. To complete the checklist, think about your project and consider each statement within the domain and its accompanying question(s). Decide if you agree or disagree with the statement by placing a tick in the relevant column. You should also think about the evidence you have to support your response and details of this should be provided in the last column. If you have questions about the checklist email, please send these to arcwessex@soton.ac.uk addressed to the “Implementation Team” Download implementation checklist Learn more about implementation checklist Download implementation checklist Download the poster Introduction to Implementation - Dr David Kryl (video) Virtual workshop recorded in October 2020 (video) Use the Web-based Implementation Toolkit Video gallery Video gallery Implementation resources Bitesize guides to Implementation Bitesize guides to Implementation Play Video Play Video 10:12 Implementation Bitesize session 1- Dr David Kryl Implementation bitesize 1 - An introduction to Implementation by Dr David Kryl (10 minutes) Play Video Play Video 15:29 Implementation presentation Session 2 Dr Michelle Myall Implementation bitesize 2 - Implementation Science and Frameworks by Dr Michelle Myall Play Video Play Video 09:51 Implementation bitesize 3 - Checklist by Cindy Brooks Implementation bitesize 3 - Checklist by Cindy Brooks (10 minutes) Play Video Play Video 13:48 Implementation Bite size 4 Q & A.mp4 The ARC Wessex Implementation team answers your questions Implementation Checklist Play Video Play Video 10:54 Introduction to Implementation - Dr David Kryl Introduction to Implementation - Dr David Kryl (video) Play Video Play Video 01:15:22 Virtual workshop recorded in October 2020 Virtual workshop recorded in October 2020 (video) Summer Series 2021 Summer series 2021 Play Video Play Video 19:54 Summer Series Session 1: Study Outputs, Buy in & Engagement Cindy Brooks and Dr Michelle Myall explain Implementation in a series of summer sessions Live Q & A session Thursday 7th October 12.00pm Play Video Play Video 15:31 Summer Series Session 2: Fit and alignment with health and social care systems & priorities Summer Series Session 2: Fit and alignment with health and social care systems & priorities by Dr Michelle Myall and Cindy Brooks Play Video Play Video 11:12 Summer Series Session 3: Outcomes and Impact and Adoption and Spread Cindy Brooks and Dr Michelle Myall explain Implementation in a series of summer sessions Live Q & A session Thursday 7th October 12.00pm

Web-based Implementation Toolkit (WIT) Quick links: Project Outputs Buy-in and Engagement Fit with Health and Social Care Systems Alignment with Health and Social Care Priorities Outcomes and Impact Adoption and Spread Checklist, webinar and resources Quick links: Project Outputs This Web-based Implementation Toolkit (WIT) is designed to be easy to use and intended for a variety of users, projects and settings where implementation is planned or being considered. Implementation is the attempt to introduce a new intervention, innovation or policy developed through research and apply it to health and/or social care and the third sector. WIT provides you with an interactive Implementation Wheel, Checklist and bite-size Webinars (average 10 minutes) to support you through your implementation journey. Who is WIT for? WIT recognises the need to provide freely available, accessible and simple to use tools that focus on key considerations at the outset of a project. WIT was through interactive workshops with health and social care professionals, third sector organisation professionals, academics and members of the public. Anyone looking to understand more about or engage in implementation. Why use WIT? When to use WIT Adoption and Spread Project Outputs Buy-in and Engagement Fit with Health and Social Care Systems Alignment with Health and Social Care Priorities Outcomes and Impact implementation Implementation is the attempt to introduce a new intervention, innovation or policy developed through research and apply it to health and/or social care and the third sector. co-produced Co-production refers to a way of working together, often with service users, to reach a collective output. testing From the beginning – when first considering and designing a project Throughout all stages of your implementation journey and beyond To guide you through implementation considerations for your project There are six wheel domains to help you consider what is required for implementation. Click on a domain segment to find out more. How to use WIT Use the interactive Implementation Wheel, Checklist and bitesize Webinars to support you on your implementation journey and beyond. The six Wheel domains can be used iteratively, and in no particular order. The Checklist is downloadable and consists of the same domains as the Wheel. You can use this to complete with your team and check progress of your implementation journey. The Webinars , approximately 10 minutes duration, provide sessions relating to the six Wheel and Checklist domains and also to an introduction to implementation and implementation theories and frameworks. Hover on keywords to see definitions Other words in bold represent key learning points The Resources section provides suggestions for other resources you may find helpful. Feedback via our short survey If you fulfil the criteria on the attached poster , Researchers from the School of Health Sciences, University of Southampton/NIHR ARC Wessex would like you to test WIT by providing feedback via a short survey . Or alternatively scan the QR code. Thank you. Contact us If you have any questions about WIT, please contact: C.F.Brooks@soton.ac.uk Disclaimer The development of WIT has been supported by the NHS Insight Prioritisation Programme (NIPP). The views expressed are those of the authors and not necessarily those of the NHS. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of this website. How to cite Brooks, C.F., Lund, S., Kryl, D., and Myall M. (2023) Web-based Implementation Toolkit (WIT). University of Southampton. Available at: www.arc-wx.nihr.ac.uk/web-implementation-toolkit Accessibility We are committed to providing a website that is accessible to as many people as possible. We are actively working to increase the accessibility and usability of the website.

Healthier Southampton Many of the things that affect our health also affect the environment. For example, the foods that we eat and whether we walk or drive. Some of these things also affect whether we can access good quality, nutritional food- for example, what lunches are provided by schools or colleges, and whether people can get a local allotment. It can be useful to see weight, food, and the environment as part of a complex system, a web of things that all influence each other. We are running a research exercise with local community members in Southampton on the 26th November, and we’ll share the results of that meeting here. We will run some more community gatherings on 3rd December 2025 where we will talk through the results of our research exercise and take part in a series of activities in small groups designed to explore the Southampton system in more detail. If you have any questions or comments about this research, please email j.l.barker@soton.ac.uk .

Courses and resources Seminar, courses and w orkshops Read more Resou rces for finding a mentor Read more Information on organisations that can help with your research application Read more Home > About us A guide to starting out in clinical academic research A guide to starting out in clinical academic research Play Video Share Whole Channel This Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Search videos Search video... Now Playing What is a clinical academic career #1 07:42 Play Video Now Playing Forming your team #2 05:17 Play Video Now Playing Finding a Mentor #3 04:10 Play Video Seminar, courses and workshops Seminars Senior Statistician - Dr David Culliford chairs a workshop explaining what tools and methods can be useful in statistical analysis in research Short courses Details of our short courses coming soon... Seminar Resources for finding a mentor As part of our support for anyone wanting to become a Clinical Academic we have gathered some information that can be useful in finding a mentor: Resources: Before embarking on a mentoring relationship: https://www.nihr.ac.uk/documents/before-embarking-on-a-mentoring-relationship/27682 Beginning the mentoring relationship: https://www.nihr.ac.uk/documents/beginning-the-mentoring-relationship/27692 The Professional Mentor blog: https://www.theprofessionalmentor.com/blog.html Finding a mentor: Does your clinical Trust or academic partner institution offer a mentoring scheme? All doctoral and post-doctoral ICA awardees can access free, 1:1 clinical academic career mentorship through the mentorship scheme: https://www.nihr.ac.uk/explore-nihr/academy-programmes/hee-nihr-integrated-clinical-and-practitioner-academic-programme.htm#six For postdoctoral NIHR Academy Members, the NIHR Leaders Support and Development Programme is available: https://www.nihr.ac.uk/explore-nihr/academy-programmes/nihr-leaders-support-and-development-programme Resources for finding mentor Org that can help Information on organisations that can help with your research application Health Innovation Wessex Health Innovation Networks (HINs) are partnership bodies that bring together all partners across a regional health economy to improve the health of local communities. There are 15 HINs across England, established by NHS England in 2013 to spread innovation at pace and scale – improving health and generating economic growth. Each HIN works across a distinct geography serving a different population in each region. The HINs are: East Midlands Eastern Health Innovation Manchester Health Innovation Network Imperial College Health Partners Kent, Surrey and Sussex North East and North Cumbria Innovation Agency: Academic Health Science Network for the North West Coast Oxford South West UCLPartners Wessex West Midlands West of England Yorkshire & Humber Each HIN works within its own area to develop projects, programmes and initiatives that reflect the diversity of our local populations and healthcare challenges. However, we all share the following priorities: Promoting economic growth: fostering opportunities for industry to work effectively with the NHS Spreading innovation at pace and scale: creating the right environment, and supporting collaboration across boundaries Improving patient safety: using knowledge, expertise and networks to bring together patients, healthcare staff and partners to determine priorities and develop and implement solutions Optimising medicine use: ensuring that medication is used to its maximum benefit – improving safety and making efficient use of NHS resources Improving quality and reducing variation: by spreading best practice we increase productivity and reduce variation, thereby improving patient outcomes Putting research into practice: our strong links with academia mean we are uniquely placed to support the translation of research into clinical practice Collaborating on national programmes. NIHR Applied Research Collaboration Wessex NIHR Applied Research Collaborations (ARCs) support applied health and care research that responds to, and meets, the needs of local populations and local health and care systems. The NIHR ARC Wessex is one of 15 ARCs across England, part of a £135 million investment by the NIHR to improve the health and care of patients and the public.