Writing Well/Writing to Be Well: Rethinking the Purposes of Postsecondary Writing Instruction

In this article, we identify student well-being as a primary goal of postsecondary writing instruction. Reconceiving the purpose of writing instruction in this way rests on valuing the experience of writing and its impact on the writer's sense of self. We draw on posthumanist theory and empirical research to illuminate this impact as the foundation of a pedagogy that promotes students' well-being and also supports their development as writers and as human beings.

Critical Feminista Dimensions to Informal Writing Groups for Women of Color Pursuing Doctoral Degrees

The anti-colonial struggle against literary assimilation and the claim to our linguistic space in validating our own stories as W°C, first generation college students, first generation college graduates, and caregivers to dependents, elders, and extended family members requires an activist spirit. [...]someone posted that they would be hosting a virtual writing group on Saturday mornings. A few text messages, utilization of social capital to invite non-M°CA members and a few electronic RSVPs later, we had commitments from the four of us. Being genuine and vulnerable through convivencia allowed us to place extreme care and attention on building social relationships while tearing down the conventional power structure often found in groups.

Blending Academic Writing: The Use of Technology to teach amid Covid-19 Pandemic

Due to the Covid-19 pandemic, teachers have to hesitantly switch to the virtual world of teaching, known as enriched virtual blended learning in which technology, surely plays a significant role in material delivery and discussion. Studies related to blended learning in English language classes, especially in academic writing classes, have been done in many countries, but they are still lacking in the Indonesian setting. This study aimed to investigate the effectiveness of technology utilization in enriched blended learning to teach academic writing and the students' perspectives towards the use of technology in blended learning. This study involving forty-five students in a university in Jakarta applied both quantitative and qualitative methods. A pre-test and a post-test were assigned before and after the blended learning period to study the effectiveness of blended learning. In addition, surveys and interviews were conducted to investigate the students' perspectives. The results indicated that the use of technology in blended learning effectively helped students develop their academic writing skills despite being a new experience. Furthermore, despite some limitations, this strategy of using technology in teaching-learning was accepted with optimism as they started to get accustomed to it. Hence, the use of technology is promising for the future of learning. © 2023 IEEE.

The Effect of COVID-Focused Expressive Writing on Symptoms of Depression, Anxiety, and Distress in College Students: A Randomized Controlled Trial

Objective: The coronavirus disease of 2019 (COVID-19) pandemic has been associated with increased levels of distress for college students. This study aimed to assess the efficacy of a COVID-focused expressive writing intervention in reducing symptoms of depression, anxiety, and distress. Methods: A total of 169 college students were assigned either to a COVID-focused expressive writing intervention or to a nonwriting control group. All participants completed a 1-month follow-up assessment, and all study procedures were completed online due to COVID-19 restrictions. Depression was measured with the Beck Depression Inventory-II, anxiety was measured with the Beck Anxiety Inventory, and distress was measured with a Likert-scale question that measured distress specifically related to the COVID-19 pandemic. Results: Results indicated that participants in the expressive writing group demonstrated a significant decrease (b = -1.35) in anxiety symptoms whereas participants in the control group did not. None of the participants in either group demonstrated a significant decrease in depression symptoms. Ratings of distress in the expressive writing group were significantly lower (d = -0.51) at the 1-month follow-up when compared to the control group. Discussion: COVID-focused expressive writing is a relatively brief and inexpensive intervention that has been associated with lower symptoms of anxiety and distress in college students. Theoretical implications are discussed. [ FROM AUTHOR] Copyright of Journal of Social & Clinical Psychology is the property of Guilford Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Seize the day or seize theses? The challenges in undergraduate thesis writing

Thesis writing is an endeavour that many undergraduate students have to surmount coupled with its inevitable challenges. Consequently, this study was conducted to investigate the diverse thesis writing challenges experienced by arts and humanities students enrolled in Bachelor of Arts degrees in Communication, English Language, and Filipino Language in a state university in the northern part of Luzon, Philippines. A descriptive phenomenology was utilised via focus group discussions to collect data. Through thematic analysis, three main themes or facets of the diverse challenges in thesis writing have been identified. The facets are (1) student-emanating;(2) adviser-emanating;and (3) pandemic/emergency remote teaching-emanating. This research adds to the literature on the challenges in undergraduate thesis writing during emergency remote teaching, provides an input towards pedagogical implications, and recommends future research directions.

Writing and reading fiction behind the lines: Creative learning on the home front

The purpose of this paper is to investigate writing and reading that would engage postsecondary students under crisis conditions in which face-to-face peer and teachers' support might not be available. In this project, I am looking at how students can use writing and reading fiction to understand their own experiences in being locked down during the COVID-19 pandemic. Starting with a one-paragraph short story to a fully developed narrative with plot, characterization, theme, and narrative voice, writing assignments lead to a growing realization of how reflection and writing emerge from the body, the mind, and the imagination. Reading a novel, Deafening (2003), by Frances Itani, shows students how a writer links battle scenes from World War I to the flu epidemic on the home front. © Springer Nature Switzerland AG 2021. All rights reserved.

"No Justice, No Peace”: Yard Signs as Public Pedagogy and Community Engagement at the Intersection of Public Health Crises

This paper examines yard signs as a site for public pedagogy that engages two concurrent, and comorbid, public health crises: the COVID-19 pandemic and racism. Specifically, I reflect on how yard signs responding to the George Floyd murder in my own Minneapolis neighborhood exist during a kairotic moment;as myself and my students are increasingly confined to our own homes, and as the boundaries between school and home are blurred, the public health crisis of racism and the specific community response of yard signs present opportunities for examining how these signs can act as entry points into difficult conversations among neighbors, classmates, and colleagues. While such signs are certainly examples of epideictic rhetoric, participating in either "praise or blame,” I suggest that communication teachers can frame them as public pedagogy that "strikes a harmony between learning through public engagement and understanding these public encounters in the space of the classroom” (Holmes, 2016). As such, they can act not only as artifacts of community belonging, but as artifacts to promote reflection, conversation, and inquiry.

Implementing the Yorkshire Cancer Research funded Prehabilitation Radiotherapy Exercise smoking Habit cessation And Balanced diet Study (PREHABS): a therapeutic radiographer's perspective

Introduction: Lung cancer patients often have a number of comorbidities which impacts patient mortality and morbidity rates. Lifestyle changes for this group of patients have the potential to positively impact both quality of life and longevity. The Yorkshire Cancer Research funded Prehabilitation Radiotherapy Exercise smoking Habit cessation And Balanced diet Study (PREHABS) was designed to determine if it is feasible to embed interventions promoting a healthier lifestyle into the radical lung radiotherapy pathway. Method(s): The PREHABS study was led by therapeutic radiographers trained in smoking cessation provision, motivational interviewing, informed consent and good clinical practice and a dietitian. Radiographers screened and consented study participants, delivered the exercise intervention and up to 12-weeks of smoking cessation support, whilst dietary advice was provided by the dietitian. Patients diagnosed with chronic obstructive pulmonary disease (COPD), were referred to a community based pulmonary rehabilitation service rather than the PREHABS exercise intervention. Ethical and regulatory approvals were secured in September 2021. Result(s): 61 patients were recruited between September 2021 and October 2022. The majority were female (n=42), mean age 73.1 years (SD 9.36 years). Discussion(s): In addition to the training requirements detailed above and the challenges of COVID-19, the radiographers had to become adept in a number of study-specific aspects including writing the study standard operating procedures (SOPs), creating a study organisational workflow and patient recruitment. The PREHABS study has broadened the radiographer's perspective beyond the radiotherapy department, by further understanding the complex comorbidities that lung cancer patients present with, how to motivate patients to positively change their lifestyle, and how the side effects caused by cancer treatment can affect a patient's ability to change their lifestyle. Conclusion(s): Therapeutic radiographers, after appropriate training, are capable of delivering lifestyle intervention support within a radical lung cancer radiotherapy pathway. Disclosure: No significant relationships.Copyright © 2023 Elsevier B.V.

Creating Co-Curricular Activist Writing Projects for Students in Writing Programs: The Case of the Neurodiversity Celebration Collaborative (NCC)

Context The NCC originally came into being through calls from various corners for more attention to the unmet mental health needs of college students and students with autism (Beiter et al.;Bruffaerts et al.;Lipson et al.;PinderAmake;Storrie et al.) as well as calls from disability activists for more space to support, highlight, and celebrate disabled and neurodiverse persons and the rich diversity they bring to our campuses (Dwyer et al.;Clouder et al.;Sachs;Yergeau). Through strategic research and advocacy, we will evaluate current mental health resources on and off campus, create appreciation versus sympathy for cognitive differences, bring to light inconsistencies and inaccuracies in the literature, establish appropriate forums of disclosure for students, and ultimately help constitute a more connected and understanding campus climate that celebrates neurodiversity as an integral part of any functioning university and its surrounding community. [...]most recently during the 2021-2022 academic year, the group held an event in which they discussed the concept of neurodiversity itself with a wider audience. Establishing student leaders is a crucial step in moving the faculty member out of the leadership role and making it clear to students that they have agency and the final say in how things will go.

From the Guest Editors: Advocating for Writing and Well-Being

The urgent need for a clear focus on mental health and well-being on university and college campuses became clear, and approaches to address physical, mental, and emotional well-being on campus have become prominent topics in higher education publications such the Chronicle of Higher Education and Inside Higher Ed. For many participants, and certainly for those of us organizing, the conference community became a way to discover innovative ways to approach this new teaching and learning environment and to retain hope in our students, in ourselves, and in the potential power of writing to heal, build, and change. Calls to operationalize socioemotional learning's (SEL) strengths-based approaches have prompted some scholars to propose over the past two decades that there is a "socio-emotional health crisis" in the United States with estimates ranging from 25-50% of high school students engaging in high-risk behaviors. Charles McMartin, Eric A. House, and Thomas Miller describe how culturally-engaged approaches such as hip hop pedagogy can support students' personal well-being and collective wellness as they develop social resilience.

Course Design: WELL 2100: Writing for Wellness

[...]the course supports writing growth through rhetorical practices, a process approach, and authentic audiences, while also asking students to explore and experiment with writing practices to improve their individual wellness. Under the leadership of Chancellor Rebecca Chopp (2014-2019), DU launched a new strategic plan in 2016-IMPACT 2025-which included enhanced attention to global and collaborative learning, community-engaged and cross-disciplinary work, and several capital projects to foster economic growth and neighborhood engagement. Following a two-year process of planning and development by faculty, staff, and administrators from across campus, the University launched this "4D Experience" to support students in four dimensions: advancing intellectual growth, exploring character, pursuing careers and lives of purpose, and cultivating well-being (Hernandez). In this way, the course fits within both the UWP model of writing and the University's minor in wellness that "weaves together many different disciplines, curricula, and facets of experience to promote conscious growth and dynamic balance in life" ("Wellness Minor" 185). [...]after its initial offering through the UWP (as WRIT 2701), the writing course is now officially homed in the wellness minor (as WELL 2100) and cross-listed in the applied writing category of the writing minor.

Celebrating the Sickle Cell Disease World Day on June 19th after Two Years of Pandemic: My Life with Scd, Patients' Perspective

Background: After two years of COVID in which activities were reduced due to the pandemic and each one's life was affected by restrictions and limitations, the Sickle Cell Disease (SCD) Association in Padova teamed up with the Sickle Cell Group at the Pediatric Hematology Oncology and Bone Marrow Transplant Unit to celebrate the Sickle Cell Disease world day by organizing an online meeting with children/youths and their families. Theme of the meeting was: "My Life with SCD: poems, pictures and writings express our view on disease and care". Aim(s): One of the goals of this meeting was to create an opportunity for individuals with SCD to meet and have a constructive discussion with each other about the disease and express their feelings after two years of pandemic. Method(s): One month before the meeting children, teenager and parents were asked to sharer with the organizing team any drawing, painting, poem, writing, that they felt could express their feelings or experience of the disease itself or how it affected their life, or their experience in the hospital. The materials received were organized in a power point presentation and At the meeting, families were able to see a PowerPoint presentation with the poems, drawings, writings. Each author had the choice to personally share their production or have it read out loud by a member of the team. Free time to comment or share experiences was given. Result(s): 20 children, teenagers and parents participated. Countries of origin (Nigeria, Ghana, Congo, Albania, Italy), religious background (catholic, muslim, no religion, other) were different as well as disease genotype (HbSS, HbSC, HbSBdegree), severity or treatment received (Hydroxyurea, transfusion, Hematopoietic stem cell transplantation -HSCT, none). Drawings and writings regarded experience with the disease (mechanism of action, admissions), feelings experienced (fear, hope, light at the end of the tunnel), aspirations (sports) and gratitude (to the social and medical team, to parents) (Figure 1). Surprisingly, families who had a child having undergone HSCT, reported on the need and importance to talk about this experience for years after the event and made a request of a support goup. Finally, all families underlined the need to meet again soon to discuss together issues related to personal experience with SCD, even via web. of discussion with each other and with the drepanocytosis group;and that throug the online telematics platform it is still possible to involve all families, listening and trying to comfort them on doubts and perplexities about the disease, In conclusion, it can be said that after two years of pandemic, in our setting, online meeting can help patients and families reconnect with each other and activities can be planned to aid experiences and feelings. Patients' associations and Health Care Teams can collaborate in this area.

COVID-19: An opportunity to deindustrialize writing education

This chapter illustrates the industrial nature of current writing education, especially at college and university levels. The author argues that the industrial compartmentalization of writing education into different levels, distinct genres, rubricated formats, and monodisciplinary practices has severed learning writing from its organic contexts. It discusses how having to move classes online as a response to the COVID-19 pandemic can help us critically reflect on our ideological attachment to the factory model of education and question the Fordian conveyor-belt model for teaching writing. The author proposes that by using online possibilities, we can nurture organic writing practices that defy the factory model organization of writing courses. © Springer Nature Switzerland AG 2021. All rights reserved.

"The Stories We Tell Ourselves Shape Our Identities": Journals in a Plague Year

The author--in the role of one teacher observing another--documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.

The Human and Machine, 2022-23 OpenAI, ChatGPT, Quillbot, Grammarly, Google, Google Docs & humans*

With the release of generative text and image-based tools like Midjourney and ChatGPT in 2022, discussions about artificial intelligence (AI) and its impact on design, design education, and research have moved from the periphery to the forefront. These powerful tools, often open-access beta versions, have transformed speculative dialogue into a present reality. Their sophisticated and intuitive user interfaces facilitate the speedy and proficient generation of text, and image-based content, enabling designers, educators, and learners to simultaneously discover the dangers and possibilities of generative AI technologies. To explore the unique powers of both generative AI and human cognition, the author uses autoethnography, AI writing assistants, and generative AI technology to develop a story of practice. The narrative is informed by, and ultimately supports the scholarly literature that emphasizes the need for humans to take responsibility for the equitable and ethical use of AI. This includes initiating and guiding AI systems, critically evaluating their responses, and reformulating, editing, and verifying outputs to address factual inaccuracies, misleading information, or offensive and biased content.

Guest editorial: Playful literacies across ages and contexts: new horizons for pleasure, affect, and living texts

During the COVID-19 pandemic, educators observed increased student stress and disconnection in formal learning environments, whereas young people turned to playing, gaming and collaborative writing to cultivate connections during this upheaval. Using Thiel's previous theoretical work, Woodard and colleagues explore playful dramatizing, multimodal composing and science learning through one fourth-grade girl's video about food chains. [...]Beauchemin and Qin take up affect as relational and performed forces that emerge from the inbetweenness among people, objects and material and discursive contexts. [...]in "Press Play,” community leader Karl André St-Victor describes how playful practices at Chalet Kent, a community youth center in Montréal, sustain strong senses of belonging and companionship among youth and center staff.

Productivity and creativity triggered by the COVID-19 pandemic and new technologies

THE ESSENCE OF THE HUMANITIES One of the key components determining the entire field of the humanities consists of teaching critical thinking expressed orally and in writing. [...]whatever literary works or languages we work with, ultimately the purpose proves to be to lay the foundation for cultural competence, linguistic skills, research abilities, and writing skills for a constantly changing world. The exchange via online writing thus proved to be a highly innovative method of studying, demanding a high level of concentration and involvement from the professor and the students. Since we emphasize in the humanities in general and in German studies in particular writing skills, this method was successful. Teaching a literature course in German at an upper level via such a chat room proved to be challenging at first, but then it was highly productive because of the intensive writing activities by students and the instructor. Top Hat is also highly useful for taking attendance (once, twice, or three times per class), for quizzes, and for multiple-choice exams. Since questions can be posted so easily online-also during class meetings-students can also be encouraged to get involved in the teaching process themselves by formulating discussion questions for the entire class.

Exploring Hybrid EAP Writing Facilitated by the Holistic Shepherd Leadership Approach for SDG Issues

What has English for Academic Purposes (EAP) writing had to encounter during the Covid-19-induced distance education in addition to the common challenges of students' difficulties in the face of a lack of social collaboration? This study drew upon the theoretical framework of the Holistic Shepherd Leadership Approach (HSLA) to address these issues in a junior EAP course in a hybrid mode, and to examine learners' perceptions of their experiences of writing an opinion letter regarding Sustainable Development Goals (SDG). The researcher employed tests of entry and exit-level writing proficiency assessed in terms of quality and quantity, a semi-structured self-administered questionnaire, and stratified interviews to collect 34 participants' responses. The results showed positive pedagogical, cognitive, and affective results, linked with mixed conceptions regarding technical issues, and emerging challenges related to the holistic needs of different levels of learners. Implications and pedagogical strategies are offered. © 2022 Taiwan English for Specific Purposes Association. All rights reserved.

PATIENTS WITH AXIAL SPONDYLOARTHRITIS HAVE BETTER SARS-CoV-2 OUTCOMES COMPARED WITH PATIENTS WITH RHEUMATOID ARTHRITIS: DATA FROM THE NATIONAL SAR-COVID REGISTRY

BackgroundPatients with rheumatic diseases may present more severe SARS-CoV-2 infection compared to the general population. However, in some studies, hospitalization and mortality due COVID-19 were lower in patients with axial spondyloarthritis (axSpA) compared to other rheumatic diseases.ObjectivesTo assess the severity of SARS-CoV-2 infection in patients with axSpA from the SAR-COVID registry, comparing them with patients with rheumatoid arthritis (RA), and to determine the factors associated with poor outcomes and death.MethodsPatients ≥18 years old from the SAR-COVID national registry with diagnosis of AxSpA (ASAS criteria 2009) and RA (ACR/EULAR criteria 2010) who had confirmed SARS-CoV-2 infection (RT-PCR or positive serology), recruited from August 2020 to June 2022 were included. Sociodemographic and clinical data, comorbidities, treatments and outcomes of the infection were collected. Infection severity was assessed using the WHO-ordinal scale (WHO-OS)[1]: ambulatory [1], mild hospitalizations (2.3 y 4), severe hospitalizations (5.6 y 7) and death [8].Statistical analysisDescriptive statistics. Chi[2] or Fischer test and Student T or Mann-Whitney as appropriate. Poisson generalized linear model.ResultsA total of 1226 patients were included, 59 (4.8%) with axSpA and 1167 (95.2%) with RA. RA patients were significantly older, more frequently female, and had a longer disease duration. More than a third of the patients were in remission. 43.9 % presented comorbidities, arterial hypertension being the most frequent. At the time of SARS-Cov-2 diagnosis, patients with RA used glucocorticoids and conventional DMARDs more frequently than those with axSpA, while 74.6% of the latter were under treatment with biological DMARDs being anti-TNF the most used (61%).94.9 % of the patients in both groups reported symptoms related to SARS-CoV-2 infection. Although the differences were not significant, patients with RA presented more frequently cough, dyspnea, and gastrointestinal symptoms, while those with axSpA reported more frequently odynophagia, anosmia, and dysgeusia. During the SARS-CoV-2 infection, 6.8% and 23.5% of the patients with axSpA and RA were hospitalized, respectively. All of the patients with axSpA were admitted to the general ward, while 26.6% of those with RA to intensive care units. No patient with axSpA had complications or severe COVID-19 (WHO-OS>=5) or died as a result of the infection while mortality in the RA group was 3.3% (Figure 1).In the multivariate analysis adjusted to poor prognosis factors, no association was found between the diagnosis of axSpA and severity of SARS-CoV-2 infection assessed with the WHO-OS (OR -0.18, IC 95%(-0.38, 0.01, p=0.074).ConclusionPatients with EspAax did not present complications from SARS-CoV-2 infections and none of them died due COVID-19.Reference[1]World Health Organization coronavirus disease (COVID-19) Therapeutic Trial Synopsis Draft 2020.Figure 1.Outcomes and severity of SARS-CoV-2 infection in patients with axSpA and RA.[Figure omitted. See PDF]Acknowledgements:NIL.Disclosure of InterestsAndrea Bravo Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Tatiana Barbich Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Carolina Isnardi Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretati n, or writing the report. They do not have access to the information collected in the database., Gustavo Citera Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Emilce Edith Schneeberger Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Rosana Quintana Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Cecilia Pisoni Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Mariana Pera Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Edson Velozo Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Dora Aida Pereira Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Paula Alba Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Juan A Albiero Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Jaime Villafañe Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Hernan Maldonado Ficco Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Veronica Sa io Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Santiago Eduardo Aguero Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Romina Rojas Tessel Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Maria Isabel Quaglia Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., María Soledad Gálvez Elkin Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access tothe information collected in the database., Gisela Paola Pendon Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Carolina Aeschlimann Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Gustavo Fabian Rodriguez Gil Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Malena Viola Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Cecilia Romeo Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Carla Maldini Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Silvana Mariela Conti Grant/research support from: SAR-COVID is a multi-sponsor re istry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Rosana Gallo Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Leticia Ibañez Zurlo Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Maria Natalia Tamborenea Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Susana Isabel Pineda Vidal Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Debora Guaglianone Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Jonatan Marcos Mareco Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Cecilia Goizueta Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Elisa Novatti Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Fernanda Guzzanti Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Gimena Gómez Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Karen Roberts Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of t em participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database., Guillermo Pons-Estel Grant/research support from: SAR-COVID is a multi-sponsor registry, where Pfizer, Abbvie, and Elea Phoenix provided unrestricted grants. None of them participated or influenced the development of the project, data collection, analysis, interpretation, or writing the report. They do not have access to the information collected in the database.

The challenges of embedding advanced care planning into a Haematology service

Following an increased need for individual patient escalation plans during the COVID-19 pandemic we recently created a working group to embed Advance Care Planning (ACP) into our service. Modern ACP is not only about end-of- life planning, it involves meaningful conversations and supporting patients to make decisions throughout all stages of their disease and treatment. With early conversations and the opportunity to pre plan, the stress and anxiety attached to the difficult decisions at a time when someone may be acutely unwell should become easier (from the perspective of both staff and patients). We carried out a preproject audit to ascertain patient opinions on how we could embed ACP into our service. 50 patients were offered a questionnaire, 38 chose to partake. Result(s): 100% (38) of patients had never been approached by a nurse to discuss ACP. 82% (31 out of 38) said they would not want to be approached about ACP. 18% (7 pts) would like to be approached but 13% (5pts) noted only if end of life. On asking when the best time to be approached: three patients said 'at diagnosis', two said 'anytime', one said 'never', five said 'when ready' and seven said 'end of life only'. Suggestions on the best way to raise ACP issues, five said poster displays (one noting the need for this poster to be positive and also available in Welsh), four suggested routine discussions in the current appointment and five people suggested a separate appointment. Other comments included, I only want to discuss these issues with my solicitor, I would like my family to be involved, make sure the nurses can answer questions. Average age was 68.5 years (range 49-85). Discussion(s): This was a limited audit on an outpatient population, but it raised a number of important issues. The actual carrying out of an audit on an emotive subject highlighted one the difficulties of embedding ACP initiatives into a service with a quarter of patients choosing not to answer the questionnaire, and of those who chose to answer 83% said they did not necessarily want to be approached to discuss ACP. In addition, the terminology 'ACP' appeared confusing, many people linking it to end-of- life discussions or to legal aspects such as writing of Wills. The barriers this audit has highlighted, has helped to shape the future direction of our working group and highlighted the need for increased training.