An Extended Model of In-Situ Trip Satisfaction Formation

Tourists'satisfaction with their trips has two elements: affective (emotional impressions) and cognitive (rational evaluations). The former often depends on the latter (which includes the intrapersonal, interpersonal, and contextual sub-elements). Trip satisfaction, nevertheless, is usually measured after the trip has finished. Thus, a lag effect may have certain impacts on the evaluations. In addition, the influences of the current COVID-19 pandemic on tourists'satisfaction, in general, and their emotions, in particular, have not yet been considered. The purpose of this study is to examine tourists' in-situ emotions by tracing their antecedents, including the above-mentioned factors and those beyond them. Using data collected from one young tourist sample (n = 298) in Vietnam, this study found that the intrapersonal element of "nonverbal communication skills,” the interpersonal element of "relationship satisfaction,” and the contextual elements of "destination attributes” and "symbolic values” were influencers of these tourists' positive emotions. The situational elements of "COVID-19 self-efficacy” and "COVID-19 fear” did not have positive impacts. Theoretical contributions to the literature, and practical implications for trip operators and tourists are discussed. ©Copyright IJHTS.

A 'novel' approach to inculcating life skills

Reading is an important life skill and competency. With the COVID-19 pandemic, the reading culture got threatened as the purchase of books declined significantly, and encouraging reading skills emerged as a bigger challenge. However, setting up a reading club online in the postpandemic world and discussing books while using kindles, e-books, and open-source materials might hold the key. This chapter deals with the set-up of a 'Novel Room' at Jai Hind College, India (Autonomous higher education institute), which is a book discussion club, and the success had with it. Seventy-two individuals are mapped in the data, which is by and large positive. Through the feedback data collected, this chapter analyzes a semi-quantitative study that highlights the role of such student-centric clubs, especially book discussion clubs can foster healthy reading habits and developing other soft skills such as empathy, self-confidence, creativity, and ability to deal with social problems. © 2023 Nova Science Publishers, Inc. All rights reserved.

Providing Virtual Support to Children With Mild Developmental Delays in Response to the Pandemic

The COVID-19 pandemic has had massive impacts across the globe. Children with developmental delays are an increasingly vulnerable population, highlighting the importance of ensuring they have access to high-quality virtual services during this time. The Early Discovery program currently provides therapeutic interventions for children with mild developmental delays. We sought to compare the outcomes of 2 cohorts within the Early Discovery program using different delivery approaches (n = 238 families): children who received services in person before the pandemic (n = 126) and children who received services via telehealth in the acute phase of the pandemic (n = 112). Both groups of children showed significant improvements in language skills posttreatment, and, with regard to auditory comprehension, both groups showed similar rates of improvement. However, children receiving in-person services before the pandemic showed greater improvements in expressive communication skills than children receiving telehealth services during the pandemic. Results indicate that the Early Discovery program was able to make adjustments during the pandemic that assisted families in maintaining progress in improving their child's language skills.

Analyzing the effects of COVID-19 pandemic on supplier performance evaluation factors via fuzzy cognitive map with a hybrid learning system

PurposeThe COVID-19 pandemic has proven that how supply chain management (SCM) can become a crucial process for sustainability of the world's production/service. The global supply chain crisis during pandemic has affected most of the sectors. Home and personal care products manufacturers are among them. In this study (1) the problems at SCM of personal and home care products manufacturers during pandemic are discussed with the help of medium-size manufacturer and (2) the factors affecting suppliers' performance for the relevant sector during COVID-19 are analyzed comprehensively.Design/methodology/approachThe importance of the factors is evaluated using fuzzy cognitive maps that can help to reveal hidden casual relationships with the help of expert knowledge. In order to eliminate subjectivity due to usage of expert knowledge, the maps are trained with a hybrid learning approach that consists of Non-linear Learning and Extended Great Deluge Algorithms to increase robustness of the analysis.FindingsThe findings of the study indicate that the factors such as general quality level of products/services, compliance to delivery time, communication skills and total production capacity of suppliers have been crucial factors during pandemic.Originality/valueWhile the implementation of the hybrid learning approach on supply chain can fill the gap in the relevant literature, the promising results of the study can prove the convenience of the methodology to model the of complex systems like supply chain processes.

COVID-19 and Distance Education: Evaluation in the Context of Twenty-First Century Skills

In this study, we aimed to investigate the prospective primary school teachers' opinions about their experiences in distance education within the scope of twenty-first century skills during COVID-19 pandemic. The phenomenological research method was used for the purpose of enlightening this specific context. The study group involved 16 prospective primary school teachers. Data were collected through semi-structured interviews. The credibility of the data were provided by obtaining the consent of the participants and by comparing the consistency of codes and themes created by experts in accordance with the twenty-first century skills. The key findings were: (1) no opinion is expressed on information and media literacy;also, participants were not aware of the importance of technology literacy. (2) Emergency remote education cannot provide effective learning and teaching. Participants' awareness of collaboration and communication skills was insufficient. (3) There were positive and negative aspects of emergency distance education towards face-to-face one. The educational environment, which has become digitalized with distance education, shows that there are changes in the views of the participants about the technology competence that they should have in their careers. As a result, remote education does not cause a significant difference in 21st century skills of participants. But the importance and need of twenty-first century skills in the distance education process become more apparent.

Virtual Geritalk: Does Intensive Virtual Communication Skills Training Improve Use of Serious Illness Communication Skills?

Background: The COVID-19 pandemic presented a unique opportunity to adapt in-person communication skills training to a virtual format. Objective: Examine use of serious illness communication skills by learners after participating in an intensive virtual communication skills training. Design: Prospective cohort study. Setting/Subjects: Icahn School of Medicine at Mount Sinai, Clinical Fellows. Measurements: Family Meeting Communication Assessment Tool (FAMCAT) assessed fundamental and advanced communication skills. Results: As compared to a historical benchmark obtained after a prior in-person course, the virtual course showed equivalent or better use of communication skills across fundamental skills and advanced skills. Conclusions: Our findings suggest that a virtual communication skills training is associated with the use of serious illness communication skills in the clinical setting by learners.

Telling My Story: Applying Storytelling to Complex Economic Data.

Our experience with business and economic students indicates limited understanding and confidence when working with macroeconomic data such as unemployment rate, labor force participation rate, business cycles, and price indexes. To close this gap, the authors have developed and evaluated a college classroom experiential activity defined as the Storytelling Project (SP) conducted in nine principles of economics courses in a mid-size private university over a period of two years during the COVID-19 pandemic. In the SP, students wrote personal stories that assisted them in connecting with their audience and then visually presented complex economic data. A workbook supplemented the SP with learning objectives, tasks, multiple examples of data analysis, storytelling techniques, and videos. Participants completed a self-efficacy and attitude survey of perceived cognition, confidence, and motivation and took an assessment to evaluate cognitive competencies. The survey and assessment results were compared against students who did not complete the SP. Our results indicate that the SP and the workbook are effective experiential learning activities that improve data analysis and communication skills among college students. Students show more confidence and motivation in macroeconomics and data analysis at the end of the semester. Knowledge or cognitive competency is ranked higher among those completing the SP.

"A disembodied voice over the telephone": a qualitative study of healthcare practitioners' experiences in geriatric medicine.

OBJECTIVES: This study explored the experience of delivering care remotely among practitioners in a UK geriatric medicine clinic. METHODS: Nine semi-structured interviews were conducted with consultants (n = 5), nurses (n = 2), a speech and language and an occupational therapist, and thematically analysed. RESULTS: Four themes developed; Challenges of remote consultations; Perceived advantages of remote consultations; Disruption of involvement of family members; Impact on care staff. Participants felt that rapport and trust had been more feasible to develop remotely than they had anticipated, although this was more challenging for new patients and those with cognitive or sensory impairments. While practitioners identified advantages of remote consultations, including involving relatives, saving time, and reducing anxiety, they also experienced disadvantages such as consultations feeling like a 'production line', missing visual cues and reduced privacy. Some participants felt their professional identity was threatened by the lack of face-to-face contact, linked to feeling that remote consultations are not suitable for frail older adults or those with cognitive deficits. DISCUSSION: Staff perceived barriers to remote consultations that went beyond practical concerns, and suggest support for building rapport, involving families, and protecting clinician identity and job satisfaction may be warranted.

The impact of remote supervision communication skills upon the remote working experiences among accountants during the COVID-19 pandemic

Employee turnover hurts the overall efficiency of organizations;this is especially true within the accounting industry. Work-life balance has always been an issue for accountants, and may be a cause for the high turnover rates experienced at accounting firms. Flexible work arrangements, including remote working, were thought to be a possible mediator to help solve this problem. Many researchers have examined this issue;however, the forced shift to remote work for all employees due to the COVID-19 pandemic offered a unique opportunity to examine accountants' perceptions of e-work. Using a sample of 100 accounting professionals, this study explored whether several factors influenced employees' perceptions of e-work, during the COVID-19 pandemic. The study found that supervisor communication skills could influence the work-life balance factor of e-work. The study further found that the demographic factor of "years worked as an accountant" can influence employees' perceptions of e-work in general, and specifically concerning the factor of work-life balance. As we enter the post-pandemic era, accounting leaders can use these findings when planning the future work modes for their employees and the human resource department can utilize these results as they plan their supervisor training materials. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

LeadinCare: A Qualitative Informed Digital Training Platform Development to Increase Physicians' Soft Communication Skills After COVID-19.

The post-COVID-19 pandemic era has placed new demands on physicians. One of these demands is the need to use targeted knowledge and soft communication skills, to address the psychosocial problems (e.g. vaccine hesitancy, fears) of individuals with Chronic Physical Illnesses (CPIs). Focusing on training physicians in targeted soft communication skills can help health care systems to address psychosocial-type problems. Yet, such training programs are rarely implemented, effectively.This study aimed to (a) understand physicians' implementation challenges when using soft communication skills during the COVID-19 pandemic; (b) identify beliefs, barriers, and facilitators that can influence physicians' behaviours to use soft communication skills; and (c) inform the content of the LeadinCare; a new digital training platform, designed to improve physicians' soft communication skills, by leveraging the TDF Theoretical Domain Framework (TDF).We conducted 14 in-depth semi-structured interviews with physicians in Greece, supporting non-COVID-19 cases with CPIs. We analyzed their data using inductive and deductive approaches.Physicians highlighted time, inability to see patients in person, absence of space for non-COVID-19 cases, and poor organizational procedures as barriers to using soft communication skills. Five TDF domains (beliefs) were identified as the most salient to inform the LeadinCare platform: (1) practical and well-organized knowledge; (2) skills that support patients and their relatives; (3) physicians' beliefs about capabilities to use the skills; (4) beliefs about consequences of using the skills (job satisfaction); and (5) the use of digital, interactive, and on-demand platforms (environmental context & resources). We mapped the domains in six narrative-based practices that informed the content of the LeadinCare.Physicians need skills that go beyond talking and towards cultivating resilience and flexibility.

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity.   Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Organization of an Inclusive Educational Environment for the Students with Special Needs

The article analyzes the communicative activity of those students who have difficulties in mental development, as a condition for organizing an educational environment for children with special needs. It was concluded that the inability to communicate with school peers, teachers, and adults affects the organization of an inclusive educational environment (hereinafter - IES) for children with special educational needs (hereinafter - SEN). An example of creating an IES in an elementary school is offered. Specific difficulties that hinder the development of communication (communicative skills) among children aged 7 - 10 with limited health opportunities have been identified. The importance of game activities in the process of organizing an educational space for children with special needs is emphasized. An original author's method of formation of communication skills of students with SEN is proposed, which was based on the key provisions of the pedagogical system of the Italian scientist, doctor, teacher, civic activist, and organizer of educational institutions around the world M. Montessori. Creating an inclusive educational space for children with special needs, we programmed situations where students would develop self-care skills (dressing and undressing, changing shoes, cleaning, dusting, sweeping, taking care of flower pots, taking care of flower beds). Educational materials developed by M. Montessori were shown to the children. The teaching methods proposed by the scientist were also updated. The author's method of formation of communicative skills of students with SEN provided for various forms and methods of learning, both traditional and innovative (project activity, competitions, dramatization, discussion, public performances, didactic games, etc.). The peculiarities of the functioning of the IOP under the conditions of distance learning caused by the spread of the Covid-19 pandemic are characterized. It is emphasized the importance of organizing the game activities of students with SEN as one of the conditions for the successful functioning of IES in the school. The risks posed by online education for children with SEN are highlighted. It was concluded that the process of forming communication skills in students with SEN under the conditions of quarantine restrictions and online learning will become more effective if group work is established (if possible) in the learning process in the classroom and proper pedagogical assistance is provided to the student with SEN at home.

Predicting Parent Trust Based on Professionals' Communication Skills

Trust is critical to the establishment and maintenance of working relationships between the parents of children with disabilities and their child's professional. Knowledge of the specific communication skills needed to secure trust is unclear. The current study investigated the relationship between parent evaluation of professionals' communication skills and parent trust of professionals. A total of 165 parents responded to an online survey during the COVID-19 pandemic. The results indicated that professionals' communication skills had a significant and moderately positive relationship with the parent trust of professionals. Hierarchical multiple regression analyses indicated that parents' ratings of professionals' communication competence, and professionals' use of in-person communication were the only predictors of parent trust of special education professionals, even when other factors were considered. This study's findings draw attention to the importance communication skills may have in establishing and maintaining trusting relationships with parents.

A qualitative study to explore the acceptability and feasibility of implementing person-focused evidence-based pain education concepts in pre-registration physiotherapy training.

Objectives: The purpose of this study was to engage with physiotherapy clinicians, academics, physiotherapy students and patients to explore the acceptability, feasibility, and practical considerations of implementing person-focused evidence-based pain education concepts, identified from our previous research, in pre-registration physiotherapy training. Design: This qualitative study took a person-focused approach to ground pain education in the perspectives and experiences of people who deliver and use it. Data was collected via focus groups and in-depth semi-structured interviews. Data was analysed using the seven stage Framework approach. Setting: Focus groups and interviews were conducted either face to face, via video conferencing or via telephone. This depended on geographical location, participant preference, and towards the end of data collection the limitations on in-person contact due to the Covid-19 pandemic. Participants: UK based physiotherapy clinicians, physiotherapy students, academics and patients living with pain were purposively sampled and invited to take part. Results: Five focus groups and six semi-structured interviews were conducted with twenty-nine participants. Four key dimensions evolved from the dataset that encapsulate concepts underpinning the acceptability and feasibility of implementing pain education in pre-registration physiotherapy training. These are (1) make pain education authentic to reflect diverse, real patient scenarios, (2) demonstrate the value that pain education adds, (3) be creative by engaging students with content that requires active participation, (4) openly discuss the challenges and embrace scope of practice. Conclusions: These key dimensions shift the focus of pain education towards practically engaging content that reflects people experiencing pain from diverse sociocultural backgrounds. This study highlights the need for creativity in curriculum design and the importance of preparing graduates for the challenges that they will face in clinical practice.

Secondary teachers' perspectives on social media use with students during the COVID-19 pandemic

This study addressed the problem that teachers used social media inconsistently with their students during the COVID-19 pandemic. During the COVID-19 pandemic, the research state's public education department suggested utilizing social media to communicate with students through remote learning. Traditionally, teachers have struggled with using social media with students. The purpose of this basic qualitative study was to explore secondary teachers' perspectives on using social media with their students in the research state during the COVID-19 pandemic. Vygotsky's theory of sociocultural learning and Jenkin's convergence culture theory made up the conceptual framework of this study. The research questions addressed secondary teachers' perspectives on the challenges and successes of using social media with their students during the COVID-19 pandemic, how they were prepared to use social media to communicate with students, and what teachers believed they needed to improve the use of social media to increase communication with students during remote teaching. Using purposive and snowball sampling, eleven teachers who used social media to communicate with their students during the COVID-19pandemic participated in semistructured interviews. Data were analyzed using Braun and Clarke's six step guide for thematic analysis. Four themes emerged to answer the research questions: (a) teachers' challenges in communicating with students using social media, (b) benefits of social media use in education, (c) teacher support systems during remote teaching and future challenges, and (d) COVID-19 pandemic effect on education. Conclusions of this study may provide information to help support teachers in the development of effective communication skills on social media with students and promote positive social change in education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Evaluating the effectiveness of telehealth to teach functional communication skills

Individuals living with autism and other developmental disabilities do not always have access to effective behavior analytic intervention services due to the lack of geographical proximity to resources. The novel coronavirus (COVID-19) pandemic further posed unprecedented challenges to not only obtain access to resources and treatment, but unique challenges to the delivery of applied behavior analysis (ABA). Recent research and advances in telecommunication technologies have made it possible to provide behavioral healthcare services remotely. In this study, a concurrent multiple-baseline design across behaviors was used to evaluate the effectiveness of utilizing telehealth to teach functional communication. Four child-research assistant dyads participated. All dyads received training through telehealth. Results showed that telehealth was an effective modality for teaching mands and tacts to individuals diagnosed with autism spectrum disorder (ASD). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Business English for international working professionals: A virtual training focusing on intercultural communication skills

Without intercultural communication skills, an unbalanced power-dynamic will continue to affect the success of individuals, organizations, and societies in the global market. The COVID-19 crisis has revealed an urgent demand for virtual learning opportunities for working professionals. This instrumental qualitative case study documented the experiences of a group of international working professionals participating in a virtual international business English training. Drawing on intercultural communicative competence and experiential e-learning models, the study documented innovative practices designing and implementing the training, the experiences of the working professionals who participated in the training, and how the training enhanced the working professionals' intercultural communication skills. Data collected included online questionnaires, artifacts, videoconference interviews, and the research journal. Data analysis for the study followed Braun and Clarke's (2006) thematic analysis process. As a result, dissertation findings identified innovative practices for designing and implementing a virtual international business English training program for working professionals centering attention on intercultural communication. The study bridged the gap between existing knowledge and instructional practices in teaching English to speakers of other languages. Incorporating experiential learning was a novel insight into improving the theoretical models utilized in the study. Learner confidence as an important factor in improving language and intercultural communication was another notable finding. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Tactical risk communication: Observations from teaching and learning about crisis communication during COVID-19

In a Spring 2020 Technical and Professional Communication (TPC) course on risk communication, we watched the COVID-19 pandemic unfold and discussed how technical communicators can foreground vulnerable and marginalized populations who are often excluded from official communication channels. The article below offers perspectives on tactical communication and/or coalition building during a pandemic, coining the term tactical risk communication (TRC) and examining how TRC functions in the face of a global health crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Programmatic impacts of utilizing various staffing options for COVID-19 contact tracers: recommendations and lessons learned

Background: The rapidly expanding COVID-19 pandemic created an immediate demand for the Department of Health in Hillsborough County (DOH-Hillsborough) Epidemiology Program to supplement its contact tracing workforce;and, because of the long duration of the response, a sustained workforce was needed. The DOH-Hillsborough Epidemiology Program's COVID-19 response, broadly referred to as "contact tracing", included case investigations, outbreaks, and identification and notifications to exposed individuals. To meet contact tracing staffing needs, several staffing options were utilized, including Core Epidemiology Staff, Reassigned DOH-Hillsborough staff (Reassigned Staff), Contracted staffing agency hires (Contract Staff), State of Florida hires (State Level Hires), County hires (DOH-Hillsborough Hires), and college and university faculty and students (University Partners). Purpose: To understand the differences in work output and efficiency across staffing groups (quantitative analysis) and to understand Core Epidemiology Staff recommendations when hiring temporary staff as contact tracers (qualitative analysis). Methods: A mixed-methods approached was used to assess each staffing group hired in Hillsborough County. Quantitative data was analyzed from 3/1/2020 through 1/31/2021, and included data from the state's personnel management system and the state's reportable disease database to represent work output. Qualitative interviews with DOH-Hillsborough Core Epidemiology Staff were conducted and analyzed to understand Core Epidemiology Staff recommendations when hiring surge staffing in the future. Results: During the evaluation period, 199 staff across the staffing groups worked a collective 132,252.50 hours. The number of hours worked per case and contact ranged from 10.16 in Core Epidemiology Staff to 0.67 in University Partners. During qualitative interviews with the Core Epidemiology Staff, five common themes emerged as ideal characteristics for temporary contact tracing staff. These included: communication skills, professionalism, public health knowledge, following official guidance, and flexibility. Two groups who emerged as the "best hires" for their seamless transition into their roles included University Partners and the State Level hires. Discussion: These mixed methods data can be used to develop best practices to inform future surge staffing needs.

The Changing Role of Learning Resource Centre in Providing ICT Based Services during the Covid-19 Pandemic

The current study focuses on the numerous duties of "Academic Learning Centres” within the context of the Covid-19 pandemic. The Novel Corona Virus pandemic has created new problems for all stakeholders inside the education system. Given the extrinsic obstacles of delivering services during a public health crisis, the unexpected emergence of the virus pushed libraries to migrate to digital platforms whenever possible and deliver acceptable remote services to users. The purpose of this study is to discover how technology became an impediment for India's best educational institutes during the Covid-19 situation. The current article assists library professionals in improving their skill set in accordance with things and serving information as a responsible citizen of the country. © 2023 Wiley-VCH GmbH.