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A Qualitative Evaluation of the Barriers and Enablers for Implementation of an Asymptomatic SARS-CoV-2 Testing Service at the University of Nottingham: A Multi-Site Higher Education Setting in England

Author

Listed:
  • Holly Blake

    (School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK
    NIHR Nottingham Biomedical Research Centre, Nottingham NG7 2UH, UK)

  • Sarah Somerset

    (NIHR Nottingham Biomedical Research Centre, Nottingham NG7 2UH, UK
    School of Medicine, University of Nottingham, Nottingham NG7 2RD, UK)

  • Ikra Mahmood

    (School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK
    School of Medicine, University of Nottingham, Nottingham NG7 2RD, UK)

  • Neelam Mahmood

    (School of Health Sciences, University of Nottingham, Nottingham NG7 2HA, UK)

  • Jessica Corner

    (Executive Office, University of Nottingham, Nottingham NG7 2RD, UK)

  • Jonathan K. Ball

    (School of Life Sciences, University of Nottingham, Nottingham NG7 2UH, UK
    Biodiscovery Institute, University of Nottingham, Nottingham NG7 2RD, UK)

  • Chris Denning

    (School of Medicine, University of Nottingham, Nottingham NG7 2RD, UK
    Biodiscovery Institute, University of Nottingham, Nottingham NG7 2RD, UK)

Abstract

Asymptomatic testing for SARS-CoV-2 RNA has been used to prevent and manage COVID-19 outbreaks in university settings, but few studies have explored their implementation. The aim of the study was to evaluate how an accredited asymptomatic SARS-CoV-2 testing service (ATS) was implemented at the University of Nottingham, a multi-campus university in England, to identify barriers and enablers of implementation and to draw out lessons for implementing pandemic response initiatives in higher education settings. A qualitative interview study was conducted with 25 ATS personnel between May and July 2022. Interviews were conducted online, audio-recorded, and transcribed. Participants were asked about their experience of the ATS, barriers and enablers of implementation. Transcripts were thematically analysed. There were four overarching themes: (1) social responsibility and innovation, (2) when, how and why people accessed testing, (3) impact of the ATS on the spread of COVID-19, and (4) lessons learned for the future. In establishing the service, the institution was seen to be valuing its community and socially responsible. The service was viewed to be broadly successful as a COVID-19 mitigation approach. Challenges to service implementation were the rapidly changing pandemic situation and government advice, delays in service accreditation and rollout to staff, ambivalence towards testing and isolating in the target population, and an inability to provide follow-up support for positive cases within the service. Facilitators included service visibility, reduction in organisational bureaucracy and red tape, inclusive leadership, collaborative working with regular feedback on service status, flexibility in service delivery approaches and simplicity of saliva testing. The ATS instilled a perception of early ‘return to normality’ and impacted positively on staff feelings of safety and wellbeing, with wider benefits for healthcare services and local communities. In conclusion, we identified common themes that have facilitated or hindered the implementation of a SARS-CoV-2 testing service at a university in England. Lessons learned from ATS implementation will inform future pandemic response interventions in higher education settings.

Suggested Citation

  • Holly Blake & Sarah Somerset & Ikra Mahmood & Neelam Mahmood & Jessica Corner & Jonathan K. Ball & Chris Denning, 2022. "A Qualitative Evaluation of the Barriers and Enablers for Implementation of an Asymptomatic SARS-CoV-2 Testing Service at the University of Nottingham: A Multi-Site Higher Education Setting in England," IJERPH, MDPI, vol. 19(20), pages 1-17, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:20:p:13140-:d:940382
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    References listed on IDEAS

    as
    1. Joseph T. Chang & Forrest W. Crawford & Edward H. Kaplan, 2021. "Repeat SARS-CoV-2 testing models for residential college populations," Health Care Management Science, Springer, vol. 24(2), pages 305-318, June.
    2. He, Hongwei & Harris, Lloyd, 2020. "The impact of Covid-19 pandemic on corporate social responsibility and marketing philosophy," Journal of Business Research, Elsevier, vol. 116(C), pages 176-182.
    3. Holly Blake & Ikra Mahmood & Gonxhe Dushi & Mehmet Yildirim & Elizabeth Gay, 2021. "Psychological Impacts of COVID-19 on Healthcare Trainees and Perceptions towards a Digital Wellbeing Support Package," IJERPH, MDPI, vol. 18(20), pages 1-25, October.
    4. Sigal Maya & Ryan McCorvie & Kathleen Jacobson & Priya B. Shete & Naomi Bardach & James G. Kahn, 2022. "COVID-19 Testing Strategies for K-12 Schools in California: A Cost-Effectiveness Analysis," IJERPH, MDPI, vol. 19(15), pages 1-13, July.
    5. Holly Blake & Holly Knight & Ru Jia & Jessica Corner & Joanne R. Morling & Chris Denning & Jonathan K. Ball & Kirsty Bolton & Grazziela Figueredo & David E. Morris & Patrick Tighe & Armando Mendez Vil, 2021. "Students’ Views towards Sars-Cov-2 Mass Asymptomatic Testing, Social Distancing and Self-Isolation in a University Setting during the COVID-19 Pandemic: A Qualitative Study," IJERPH, MDPI, vol. 18(8), pages 1-19, April.
    6. Holly Knight & Sophie Carlisle & Mórna O’Connor & Lydia Briggs & Lauren Fothergill & Amani Al-Oraibi & Mehmet Yildirim & Joanne R. Morling & Jessica Corner & Jonathan Ball & Chris Denning & Kavita Ved, 2021. "Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study," IJERPH, MDPI, vol. 18(20), pages 1-16, October.
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