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This paper aims to present an examination of selected literature about the lived experiences of those with emetophobia. Its intention is to inform further empirical enquiry and subsequent approaches to treatment and care aimed at inclusive support for sufferers. To that end, it is important to bring the sufferers’ narrative into public and professional domains.

A systematic search of multiple databases using the search engine Discover@bolton and grey literature was undertaken to obtain evidence about the lived experiences of people with emetophobia. The search terms used were “emetophobia” and combinations of associated topic phrases using Boolean operators (AND / OR): “Emetophobia” OR “fear of vomiting” OR “fear of being sick”, Emetophobia AND “lived experiences” and finally Emetophobia OR “fear of vomiting” OR “fear of being sick” AND “lived experiences”. Eight papers were included in the review and five items of grey literature.

Several themes were identified in this literature including fear, escape and avoidance, other influences, consequences and medicalisation. The findings reveal that the experiences of those with emetophobia are subsumed beneath a focus on diagnosis and treatment. When it comes to understanding the actual lived experience of a person with emetophobia, the evidence presents the reader with what treatment may work and how they might respond to it, but largely omits the voice of the individual with emetophobia. This signals a need to undertake enquiry to bring this to the fore and so inform ways of greater inclusive practice for the public and professionals alike.

The evidence reviewed in this paper can be noted for the limited discussion about the individual’s lived experience of emetophobia. Gaining insight into this would contribute to raising awareness in a wider public arena and inform carers and healthcare professionals’ understanding. It would also display the importance of an individual context and health journey.

Knowing this can inform approaches to helping an individual either to live with the phobia and manage its impact on daily living (positive rather than maladaptive coping mechanisms) or to overcome it with or without adjunct medical treatment (if this is possible).

Knowing based on contemporary empirical enquiry will inform policy and guideline development. Whatever course is taken, it must contribute to steps being taken towards achieving a better quality of life for individual sufferers. The findings of this paper likewise inform the need for further study into the individual lived experience of emetophobia.

This paper is original in having identified a need to bring empirical evidence of the lived experience of sufferers with emetophobia into the public and professional domain.

This chapter will set the scene for the need of sustainable development in the healthcare curriculum by discussing the contemporary context of healthcare provision and its associated challenges. This is specifically in the context of wicked or complex problems. An exploration of what gives rise to such problems is used to lead into integrated care as a proposed solution and its associated drivers. This is considered in relation to sustainability and curriculum development with a focus on two examples: the creation of a post-graduate curriculum to teach sustainable integrated care to clinical staff and a new pedagogical approach called socially immersive learning. Through this the challenges of barriers and enablers to integrated care will be considered and the extent to which a global mind-set transition might occur among participants to align sustainable development goals.

In this ever changing world, managing our ecosystem and creating a sustainable future seems to be one of the biggest challenges facing humanity. This challenge is further enhanced by ignorance or apathy of people toward the concept of sustainability. In most cases, students who are our future generation are left without any insight, commitment or even understanding their role and responsibility toward creating any meaningful beliefs and actions related to sustainability. Sustainability education is becoming crucial, mainly for young generation so that they have an understanding of concepts such as economic prosperity, resource equity, energy uses, and environmental health and concerns. While educating them on sustainability begins in institutions of education, it is important that sustainability education is well entrenched in the curriculum and everyday practice of their lives. This chapter introduces the volume series on sustainability where authors from different parts of the world narrate their own experience of imbibing sustainability into their curriculum and teaching sustainability to students.

Diagnostic overshadowing (DO) may be contributing to the worsening physical health outcomes for people diagnosed with mental health (MH) conditions. DO is a phenomenon researched worldwide, but there has been no systematic review of the evidence for its prevalence in UK health care. This paper aims to add to this body of knowledge, expanding the understanding of what factors are contributing to the poor physical well-being of people with diagnosed MH conditions.

A systematic search of three databases was conducted and after evaluation, three studies were selected for the review.

DO was found to have a high prevalence with structural, staffing and patient issues identified through a thematic analysis. Contemporary evidence shows themes identified are still impacting UK health care. Collaborative working across mental and physical health teams, thorough and lengthy assessments, and improved education for physical health care staff have been cited as mitigating factors to this practice.

To the best of the author’s knowledge, this paper is the first review of the evidence for diagnostic overshadowing taking place in UK health care.