Table 1 Features, evidence base and benefits of the system
MePlusMe feature | Theory/evidence | Benefit for user | Benefit for HEI |
|---|---|---|---|
Online access | Effectiveness of online therapies [19] | Ease and flexibility of access Anonymity (removal of stigma) | Freeing up resources in SSS for students with more severe difficulties |
Visual appearance, language and layout designed specifically for students | High engagement levels Inclusive A system that is ‘fit-for-purpose’ and highly usable | Marketing their different support services tailored for students | |
Ability to personalise page (both for user and HEI) | Personalising a product can strengthen emotional bond [23] | Strengthens emotional bond to system. Student takes ownership | Marketing possibilities (white labelling) |
Use of multimedia (animated videos, etc.) | Cognitive Theory of Multimedia Learning [24] | Enhanced learning environment | Claiming variability in the different offerings for students’ support |
Assessment measure (Questionnaire) developed from validated clinical tools | HADS [25] GAD-7 [26] PHQ-9 [27] MINI [28] | Accurate identification of needs. Best-fit intervention | Untrained staff (e.g., personal tutors) can use the Questionnaire as a first-line symptom identification tool |
Evidence-based techniques used (e.g., normalisation, promoting wellbeing, problem solving, study skills) | High effectiveness in addressing symptoms, enhancing general wellbeing and increase academic self-efficacy | Fit-for purpose | |
Availability of granular statistics analysis | Data granularity allows for a better analysis of data [34] | Indirectly, as HEI allocate resources better and are able to adequately support students | Improvement of resource allocation. Stakeholder accountability Improvement of reputation and profitability Branding opportunity to be labelled as the “caring” university |