For reasons of human health and sustainability, there is a growing interest in the potential of integrated nature-based interventions in healthcare. However, it is not clear which quality criteria underlie these interventions. Here, we develop a study protocol for a scoping review to explore potential quality criteria relating to the design, implementation and evaluation of nature-based interventions in healthcare institutions. The literature search will be conducted in PubMed, MEDLINE, Web of Science and Scopus, focusing on studies published in English between January 2005 and April 2023. The Joanna Briggs Institute Scoping Review methodology and Preferred Reporting Items for Systematic Reviews with extension for scoping reviews will be used. Search terms were developed stepwise and in consultation with the interdisciplinary research team and the project steering group. Two researchers will perform the screening of the papers independently. Using descriptive content analysis, identified quality criteria will be classified according to the applied theoretical frameworks, outcomes, levels (institutional, professional and patient) and the domains of biodiversity, human health or intervention processes. Ultimately, this descriptive work will result in a set of quality indicators and a prototype nature-based intervention quality assessment framework, which will be presented to the project steering group and multi-stakeholder assembly for further refinement.

The aim of this study is to explore how community-dwelling older people with cognitive problems and their care-givers (dyads) perceive their own social participation, how care-givers evaluate the social participation of the people they care for and what factors they perceive as influential. In this qualitative study, we performed 13 semi-structured, in-depth interviews with dyads who participated in the Social Fitness Programme. We used content analysis to analyse the interviews thematically. Social participation perceptions include changes over time and a discrepancy in perspectives. All the people with cognitive problems and most care-givers perceived a decreased social participation. Most people with cognitive problems answered that they were satisfied, in contrast to most care-givers who were dissatisfied with the decreased social participation of the people they cared for. Analysing the influencing factors resulted in five themes: behavioural, physical, social environmental, physical environmental and activity-related. People with cognitive problems and their care-givers displayed a discrepancy in social participation perspectives. This becomes a major dilemma, especially for younger care-givers. A key element is a sometimes deliberate choice of people with cognitive problems to refrain from social participation to protect themselves from the consequences of cognitive problems and from encounters with others. This highlights the dynamics of social participation as an interaction between personal factors and the social and physical environment in which social participation occurs.

Psychological, neurological, and social impairments caused by dementia may limit the person's everyday living and experiences, but their capacity to enjoy a meaningful life is still retained. Increasingly, evidence has been shown the importance of reablement approaches to care in maximizing the older person's independence, health, and well-being through increased engagement in their daily, physical, social, and community activities. However, there is a major knowledge gap in providing reablement for people living with dementia. We describe one case of a client with moderate dementia and her daughter carer who participated as a dyad in a person centered, interdisciplinary, and reablement program called I-HARP (Interdisciplinary home-based reablement program). I-HARP is designed to improve functional capacity of those community dwelling, older people living with dementia, and other health conditions. In this paper, we discussed key contributions that such a reablement approach to care can make to optimizing the social health of people living with dementia.

Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.