AIMS & OBJECTIVES This study aimed to explore the experiences of liver transplant recipients during their journey through the treatment and their need for psychotherapeutic support related to this process. BACKGROUND Over time, measures of survival and quality of life in liver transplant recipients have continued to improve but their emotional needs remain under explored. In the longer-term recovery from transplantation, the focus shifts from physical health to psychological health. In the UK, there are no known embedded adult psychological services in liver transplant centres to react to this need. DESIGN A qualitative descriptive design was used. METHODS Grounded theory analysis was used to study the narratives of six adult liver transplant recipients. Through a process of coding, conceptual categories were established to describe the participant experiences. The study adhered to the EQUATOR checklist, SRQR. RESULTS Four categories emerged that were related to the experience of liver transplantation for the recipients. These were a process of adjustment, the phenomenon of waiting, liver transplant as a transformative experience and on the value of support. The participants identified a lack of psychotherapeutic support provided by the liver transplant service and felt that an embedded psychotherapeutic service would promote accessing such support during challenging times. CONCLUSION Through the process of liver transplantation, recipients experience challenges with adjustment, waiting, feeling transformed and they value support with these feelings. In correlation with other studies, the findings of this study highlight the need for providing psychotherapeutic support within liver transplant services. RELEVANCE TO CLINICAL PRACTICE The study provides evidence to support recommendations for a conjoined psychotherapy service within liver transplant services to support patients with their holistic needs. This article is protected by copyright. All rights reserved.With the ongoing coronavirus, journals and the media have extensively covered the impacts on doctors, nurses, physician assistants, and other healthcare workers. However, one group that has rarely been mentioned despite being significantly impacted is medical students and medical education overall. This piece, prepared by both a medical student and a cardiothoracic surgeon with a long career in academic medicine, discusses the recent history of medical education and how it has led to issues now with distance-based learning due to COVID-19. It concludes with a call to action for the medical education system to adapt so it can meet the needs of healthcare learners during COVID-19 and even beyond. © 2020 Wiley Periodicals, Inc.BACKGROUND The present study investigates the wellbeing effects for 10-12-year-old children of the school-based intervention "11 for Health in Denmark", which comprises physical activity (PA) and health education. Subgroup analyses were carried out for boys and girls. METHOD 3061 children were randomly assigned to an intervention group (IG) or a control group (CG) by 51 cluster randomisation by school. 2533 children (mean age 11.5±0.4; 49.7% boys) were assigned to IG and 528 children (mean age 11.4±0.5; 50.8% boys) were assigned to CG. IG participated in the "11 for Health in Denmark" 11-week programme, consisting of 2x45 min per week of football drills, small-sided games and health education. CG did not participate in any intervention and continued with their regular education. Before and after the intervention period, both groups answered a shortened version of the multidimensional well-being questionnaire KIDSCREEN-27. RESULTS The "11 for Health in Denmark" intervention programme had a positive effect on physical well-being in girls (IG 48.6±8.5 to 50.2±9.3), whereas the improvement was not significant in boys. The programme also had positive impact on well-being score for peers and social support (IG 50.2±10.2 to 50.8±10.1), but when analysed separately in the subgroups of boys and girls the changes were not significant. No between-group differences were found for psychological well-being or school environment. CONCLUSION The intervention programme had a positive between-group effect on physical well-being in girls, whereas the change was not significant in boys.  https://www.selleckchem.com/products/Sunitinib-Malate-(Sutent).html  The overall scores for peers and social support improved during the intervention period, but no subgroup differences were found. This article is protected by copyright. All rights reserved.AIMS AND OBJECTIVES This paper explores the conditions for the possibilities of recovery in a Danish mental healthcare practice, expressed from the perspective of nurses. The results and discussion of the study help to make visible and explore the muddle of conceptualisations of recovery in mental healthcare practice. BACKGROUND Few studies examine the possibilities of recovery for inpatients and outpatients in mental health centres from a nursing perspective. DESIGN A qualitative design using a critical social-constructionist frame of understanding, in which the real world is considered as a series of social constructions. METHOD A Fairclough-inspired critical discourse analysis was chosen as the analytical strategy. The analysis is comprised of ten interviews in mental healthcare and notes, written by nurses, in medical records of ten patients with a mental illness admitted to a mental healthcare centre in 2016-2017. The Consolidated Criteria for Reporting Qualitative Research checklist was used as a guideline to secure accurate and complete reporting of the study (See Supplementary File 1). RESULTS From the findings of the textual analysis and the analysis of the discourse practice, it seems clear that the social relations and structures relating to recovery in Danish psychiatry are steered and controlled by discourses that reflect, in general terms, the essence of the core of neoliberal ideology. CONCLUSION Recovery is generally articulated from an overall discourse of neoliberalism with its embedded discourses of paternalism, biomedicine, self-care, and holism. All these discourses coexist in nursing practice, but the paternalistic discourse becomes the framework for the conditions for the possibility of how recovery is expressed in practice. RELEVANCE TO CLINICAL PRACTICE Nurses need to be supported to seek clarity in the understanding and operationalisation of a recovery-oriented approach, if the agenda is to be truly adopted and strengthened. This article is protected by copyright. All rights reserved.