Adapting to the pandemic crisis through the lens of language. On the English semantic neologism lockdown and its adoption into Czech

The influx of neologisms associated with the coronavirus pandemic demonstrates the natural need to expand the lexicon with new words when the language community is confronted with a new reality. Neological adoptions (the word lockdown in Czech) and semantic neologisms (the extension of the English word lockdown with a new meaning) thus directly reflect the adaptation to a new reality at the linguistic level. In my article relying primarily on empirical data from monitoring corpora of Czech and English, I focus mainly on the process of adapting the individual loanword into the Czech lexical system, successively on the conceptual, formal, morphological, word-forming, and syntactic level. The unproblematic integration of the word into the Czech environment, crowned by its inclusion in the emerging monolingual dictionary of Czech, may also testify to the state of the Czech language in today's global world.

Evaluation of an introductory pharmacy practice experience to reinforce student learning and increase student confidence immediately prior to advanced pharmacy practice experiences Amid a COVID-19 pandemic

Introduction: Preparing pharmacy students with practice skills necessary for entry into Advanced Pharmacy Practice Experiences (APPEs) is essential. Responding to an internal survey indicating 85% of thirdyear students did not feel prepared for APPEs, an Introductory Pharmacy Practice Experience (IPPE IV) was designed to provide 16-hours of clinical case-based on-site or virtual experiences with clinical faculty immediately prior to APPEs. The IPPE IV occurred April-May 2020 during the COVID-19 pandemic. Research Question or Hypothesis: Will the IPPE IV increase thirdyear pharmacy students' confidence in APPE preparedness? Study Design: Pre-test/post-test. Methods: Students were administered a pre-post survey in Qualtrics around the IPPE IV. Surveys consisted of items assessing confidence and perceived ability in the Pharmacists' Patient Care Process, patient case presentations, professionalism, communication and electronic medical record (EMR) use. A Wilcoxon signed-rank test was used to examine differences pre- and post-IPPE IV. Results: A total of 122 students completed the surveys. Post IPPE IV, students were significantly more confident in their ability to: collect information to identify patient's health-related problems (P = .013), analyze information to identify medication-related problems (P < .001), analyze information to prioritize patient's health-related needs (P < .001), create an evidence-based patient care plan (P < .001), create a cost-effective patient care plan (P < .001), create a patient care plan in collaboration with the patient, caregiver(s), and/or other health professionals (P = .007), and follow-up/monitor a patient care plan (P = .015). Students were significantly more confident in their ability to work up a patient (P = .006) and in presenting patient cases (P = .005). Additionally, students were significantly more confident in demonstrating self-awareness (P = .041), effectively communicating with patients and/or caregivers (P = .016) and health care providers (P = .010) and using an EMR to detect medication-related problems (P = .010). Conclusion: An IPPE IV immediately prior to APPEs had a positive impact on students' confidence in areas important for APPE success. Future research should examine how these improvements in confidence manifest in actual APPE performance.