Training MSW Students for Integrated Behavioral Health Care During COVID-19: Lessons Learned from Two Programs

This article describes how two Southeastern social work programs delivered integrated behavioral healthcare training to MSW students and social work practitioners during the COVID-19 pandemic. COVID-19 posed challenges across five domains, including: (a) adaptations to course curricula;(b) adaptations to field education curricula;(c) experiences of grief, distress, and behavioral health issues by stakeholders;(d) organizational strain to universities and departments;and (e) effects on clients and the community. This article describes specific ways in which these two training programs were impacted in these five areas and modified in response, as well as similarities and differences experienced across institutions. Implications for these training programs, and social work education programs in general, are offered.

Abolition as Durational Performance: Mutual Aid Aesthetics in Chicago's Southeast Asian Neighborhood

Responses to rising anti-Asian violence during the COVID-19 pandemic prompted multiple, often conflicting, actions including calls to defund the police, calls for more police, bystander interventions, and the exploitation of violence to promote influencers' brands. In Chicago's "Argyle" Uptown neighborhood, an area known as a Southeast Asian refugee business district, Asian Americans and local white government officials promoting liberal multiculturalist urban renewal projects used the news after the Atlanta spa shooting to advance their plans for gentrification and increased policing. How do we understand the colliding narratives of racial antagonisms, racial solidarities, and the genocidal logics of urban renewal, as they emerge at the intersection of settler colonialism and the afterlife of slavery? How is this question complicated by the entwined issues of refugee resettlement and multiculturalist solutions to anti-Asian violence? In this article, I argue abolition as durational performance offers an embodied, performance studies based analytic and methodology for the study and praxis of abolition. Abolition as durational performance centers the creation of life-affirming institutions, relations, and spaces while navigating the histories and bodily impacts of white supremacy, anti-Blackness, native genocide, and US liberal war on refugee resettlement as it is enacted through urban renewal and redevelopment projects. I focus on Axis Lab, a community-based arts and architecture organization based in Chicago, which launched its mutual aid and public arts project in June 2020. This is an abolitionist project inspired by the Black Panther breakfast and political education programs.

Competition in american social work education during times of COVID-19: a midwestern case study

Competition to attract students for enrollment in American social work degree programs is intense. Program attributes (e.g. minimum grade point average, maximum transfer credits permitted, institutional tuition rate, and rankings) distinguish social work education programs in the United States. Determining which program attributes appeal to potential students could help increase a program's competitiveness in a crowded education marketplace. The COVID-19 pandemic is further intensifying recruitment of students to BSW programs. This research used a case study approach to compare admission attributes of 21 bachelor of social work programs (BSW) offered at 11 public and 10 private institutions located in one state that could be viewed as representative of American BSW programs. This paper compared attributes that differentiated these undergraduate social work programs, while exploring the potential impact of the pandemic on BSW student recruitment. Implications for social work education are discussed, including lessons learned that may be helpful to BSW faculty and staff responsible for student recruitment activities and related operations. Social work education program administrators and faculty could use this information to review recruitment and application processes and raise awareness of the burgeoning influence of reputational ranking services.

Social Work Students' Experiences of Loss and Grief During the COVID-19 Pandemic: A Mixed-Methods Study

Objective: The COVID-19 pandemic has been associated with significant impacts to daily life and diverse experiences of loss among college and university students. The aim of the current study is to describe social work students' experiences of loss and grief following the onset of the COVID-19 pandemic and explore the ways these experiences may have differed by program degree, modality, and background characteristics. Method: A cross-sectional survey (N=354) administered with social work students across degree programs during April–May 2020 provided both quantitative and qualitative open-ended responses. We used a convergent mixed-methods design to merge inductively analyzed qualitative data and quantitative demographic and background data. Results: Key findings highlight students' varied and compounded experiences of loss during the COVID-19 pandemic, with differences in loss experienced by program modality (traditional, hybrid, or online) and age. Conclusion: Findings suggest the need for social work education programmatic responses for students' overlapping experiences of loss and grief from the COVID-19 pandemic and future academic disruptions, with particular attention to students of younger age and differing program modality.

Educational intervention in adolescents with suspected SARS-CoV-2 in Guantanamo

Introduction: COVID-19 does not distinguish between age, race or sex. Children and young people constitute a sector of the population that does not escape this reality. Background: to design an educational intervention aimed at raising awareness and preparedness about COVID-19 in adolescents aged 15 to 18 years, admitted to Facultad de Ciencias Medicas de Guantanamo isolation center for suspected cases of SARS-CoV-2. Method: between January 2021 and March 2021, an experimental study of an educational intervention type was carried out. The population was made up of adolescents admitted in the center, all included in the aforementioned age range. A total of 97 intentionally selected adolescents were included in the study. Inquires about the level of information they had on the subject were made, before and after applying the educational intervention. Results: before the implementation of the educational intervention, 50.5% of the adolescents expressed having an insufficient level of information regarding COVID-19, and this proportion decreased to 21.6% after applying it;which meant a 57.2% reduction in adolescents with theoretical deficiencies regarding the subject. The percentage that increased their preparation was 36.9% (p <0.05), which indicated the advantage of implementing the educational intervention. Conclusions: the educational intervention aimed at adolescents suspected of SARS-Cov-2 infection makes it possible to improve knowledge regarding COVID-19.

Improving COVID-19 knowledge in a community located in the Caroni municipality, Venezuela

Introduction: despite the devastating effect of COVID-19, many nations have lifted their restrictions. It is necessary to keep addressing this problem using the promotion via, in order to increase people's health training. Background: to assess the efficacy of an educational program performed to increase the level of knowledge concerning COVID-19 in patients who live in the Aponwao Village, Caroni, Venezuela, during the period November 2021-February 2022. Method: a pre-experimental intervention study was carried out, with a before-and-after design implied. A total of 85 patients were chosen as sample, selected by simple random sampling. It was applied a survey to all the patients selected, an educationaldidactic and interactive program was designed and implemented, and a final evaluation was carried out to verify the effectiveness of the program. Results: female sex was the most representative group (54.1%) and 41.2% of patients were in the age group of 25 to 44. The predominant risk factor was the non-use of means for prevention against COVID-19 infection (28.6%) and 17.6% of patients surveyed suffered from hypertension. Before carried out the intervention study, 48.2% of participants had an insufficient level of knowledge;after applied the educational program, 52.9% increase their knowledge passing to "Good" knowledge level. Conclusions: the implementation of the educational program made possible to increase the level of knowledge concerning COVID-19, so that its efficacy for preventing this infection in Primary Health Care it is effective.

Measuring the impact of a positive psychology course at a thai university: Addressing student well-being in challenging times

Even before the onset of the COVID-19 pandemic, researchers had raised concerns about the mental health of youth worldwide. One response has been the development of positive psychology interventions (PPIs) designed to enhance well-being. This study, conducted at a Thai university, investigated the impact of an online positive psychology course containing several PPIs on student well-being as measured by the EPOCH Measure of Adolescent Well-Being, the Satisfaction With Life Scale (SWLS), and Subjective Happiness Scale. The scores of the students in the positive psychology course (n = 84) increased in all areas measured, with statistically significant increases in the Perseverance, Optimism, and Happiness subscales of the EPOCH. Meanwhile, the scores of the control group (n = 105) decreased in all but two areas, with statistically significant decreases in the SWLS and Optimism. These findings suggest that teaching PPIs online can positively impact students' well-being. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Adoption of teamstepps to promote collaboration and problem-solving: A pilot training program for clinical nursing leaders

Quality improvement, a concept implemented by Florence Nightingale in the 19th century, is now deeply embedded in United States healthcare policy from licensure to payment models (Nightingale, 1863). The culture of safety and the emphasis on process improvement is engrained in high reliability organizations, fostering an environment of collective mindfulness and collective enactment to prevent error. To achieve high quality, healthcare organizations must bridge the core competencies of communication, collaboration, and problem solving taught in pre-licensure and translate them in inter-professional practice using evidence-based approaches. Nurses and nursing leaders must be equipped with the right problem-solving tools to drive efficiency, quality improvement, conflict resolution, and collaboration needed to support a high performing organization. TeamSTEPPS developed by the Department of Defense and the Agency for Healthcare Research and Quality, is an evidence-based curriculum, aimed at fostering teamwork and collaboration (King et al., 2008). This quality improvement initiative adopted TeamSTEPPS and implemented a virtual, self-guided pilot training program focused on 4 modules (TRICARE Management Activity, 2008). The pilot training program was implemented across 3 inpatient units and specifically targeted clinical nursing leaders in an academic medical center. The Kirkpatrick's model was used to evaluate knowledge-skills-attitudes gained by participants of the training program (Kirkpatrick, 1967). Each participant completed a pretest prior to completing the virtual training and an immediate and 4-to-5-week posttest. The results of the 4 multiple choice questions and 15 to 17 4-point Likert scale questions were analyzed through descriptive statistics. Of the 10 participants who completed the pretest, 4 completed the immediate posttest (40% response rate) and 5 completed the 4-to-5-week posttest (50% response rate). The findings did not demonstrate significant improvement in knowledge gained and behavior applied from the pilot training program. Results indicated future considerations to augment the curriculum to address conflict engagement. Results indicated slight improvement in learning and behavior tied to standardized methods in sharing information. The COVID-10 pandemic and a shift in organization priorities and strategy resulted in limitations around participation. As the organization and health care community ascends from the pandemic and other organizational priorities, nursing leaders will be reenergized and engaged. Future scalability includes consideration to add a simulation lab to the curriculum design and implement the training program across all adult inpatient units in the organization, promoting participation and common language across all clinical nursing leaders. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Poetic discourse analysis: The roles of education in prison abolishment and futures of public health and safety

This document engages with discourses surrounding prison abolishment, defund/refund movements, COVID-19, and education as it relates to the Prison-Industrial Complex through a critical, poetic discourse analysis. Through a combination of artistic and analytic considerations, the work seeks to examine how systemic structures are being confronted in our temporal frame, focusing on the discourses of activists, government statements, and media outlets. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

COVID-19 and clinical training: Diverse interns' perspectives and collaborative recommendations

This reflexive thematic qualitative study explored the meaningful experiences of 24 masters' level clinical interns from diverse intersecting social locations about their experiences being trained during the severe acute respiratory syndrome coronavirus two (COVID-19) pandemic. Although there is a robust body of literature on the pivot many interns made to using telehealth, less is known about educating and supporting therapists-in-training holistically during a global pandemic. Researchers used an open-ended survey to ask current students and recent graduates who were enrolled in accredited clinical training programs during the COVID-19 pandemic about their experiences and recommendations regarding future training. Four themes delineated the crosscurrents of participants' experiences. Participants articulated the benefits and hardships of being trained during a pandemic. They were lonely and longed for connection from the professional community and peers. Interns wrote about the importance of establishing and maintaining boundaries and attending to self-care. Using a feminist hermeneutic of participants' voices, we offer collaborative recommendations for training programs and their governing bodies to prepare for future regional, national, or global crises (e.g., codifying self-care and supervision requirements for interns who work from home). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

AME+Cyber: Evaluating the online delivery of a holistic cyber-related talent development program

The present study used an explanatory mixed-method design to examine the effects of the Achievement Motivation Enhancement (AME)+Cyber enrichment program and teachers' perception of procedures and outcomes in the context of emergency remote teaching, including online and hybrid formats, during the COVID-19 pandemic. Three teachers implemented the program with 57 students in grades 9 through 12. To evaluate the program, we combined change score analysis of pretest and posttest data on academic self-perception, self-regulation, goal valuation, cyber-related interest, as well as descriptive interpretative analysis of interview data. We found the online learning format was more effective than the hybrid format for the affective and cognitive outcomes. Qualitative findings suggested pedagogical concerns and struggle with online learning due to emergency remote teaching during the COVID-19 pandemic, centered around a lack of student engagement and interaction that appropriate levels of training and practice could remedy. Implications and future research suggestions are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Sesame Workshop's international response to COVID-19

The article briefs about the effectiveness of Sesame Workshops during COVID-19. Sesame Workshop, the nonprofit behind Sesame Street, has become the world's largest informal educator, using media to address challenging experiences in children's lives for 51 years. Building on the trust parents have in Sesame Street, authors responded swiftly to the pandemic, creating a global multimedia initiative - Caring for Each Other - to address the needs of children and families, model coping techniques, and provide strategies to help adults talk with children about COVID-19 and its challenges. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Theimpact of Covid-19 preventative measures on quality of life: A case study on the Saudi community

The study aimed to identify the role of the precautionary measures taken by the government of the Kingdom of Saudi Arabia to limit the negative effects of the Corona pandemic (Covid-19) in the health sector, the education sector, the entertainment sector, and the economic sector, in the level of Saudi citizens' sense of quality of life. To achieve this goal, the descriptive analytical approach was used, where a questionnaire was built containing four measures to reveal the role of precautionary measures in the four sectors in the citizens' sense of quality of life, and a social survey was conducted targeting a random sample of (994) Saudi citizens. The results of the study showed that the precautionary measures in the health field had a positive role in the citizens' sense of quality of life, while their role in the educational and entertainment fields was medium, while their role was negative in the economic field, and the results also showed the existence of statistically significant differences in the role of precautionary measures to confront Corona in citizens' sense of quality of life in different sectors, and the results also showed that there were no statistically significant differences in the respondents' attitudes towards the role of precautionary measures in citizens' sense of quality of life according to gender, social status, or according to the number of family members, while moral differences appeared in their attitudes. According to their ages, their educational levels, the sectors in which they work, and the type of housing. In light of these results, the study made several recommendations, the most prominent of which were: the need to develop plans and training programs to develop students' academic skills to keep pace with developments in the field of distance education, and to benefit from the experiences of developed countries in the field of distance education in a way that motivates students to participate and commit to the educational process, and to work Relevant official authorities to reduce the negative effects of precautionary measures in the economic sector on Saudi citizens and families.

Development of 21st century skills through virtual exchange

This study investigates what skills university teacher candidates from the United States developed from their participation in a virtual exchange with Turkey that aided in their ability to cope with a critical situation such as the COVID-19 epidemic. To trace the impact of the crisis on teacher candidates' perceptions as well as the evidence of development of these skills, the qualitative data, reflection questionnaires and video recordings, of interactions were analyzed. The findings include commentary on virtual collaboration, virtual interaction, social impact, and social responsibility that occurred during the six-week exchange. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Students in out‐of‐home care: Their experiences of Transforming Educational Achievement for Children at Risk, an Australian education programme

Children living in out‐of‐home care are at greater risk of poor educational outcomes compared to other children. To address their educational needs, several programs have been developed. Within a qualitative paradigm, this study explored the experiences of students about their involvement in TEACHaR (Transforming Educational Achievement for Children at Risk), a specialized education programme. Eight students (aged 13 to 18 years) from the programme participated in individual, semi‐structured interviews. Responses were analysed using Interpretive Phenomenological Analysis. Participants indicated that the programme provided individualized and flexible academic support, reduced their shame and embarrassment and provided them with more than academic support. They highlighted the importance of the student–educator relationship, and the need for encouragement and motivation to pursue their educational goals. Finally, findings report on how COVID‐19 impacts on student experiences of the programme. Recommendations for the development and improvement of education programs for students in out‐of‐home care conclude this paper.

Curriculum Interventions and Pedagogical Approaches for Virtual Care Delivery: A Scoping Review

The onset of the COVID-19 pandemic has accelerated the adoption of virtual care as a modality for home-based care delivery to individuals and cohorts who might not otherwise have access. While a number of positive outcomes have been reported, rapid growth has occurred without critical consideration of clinician education and training. Little is known about the curricular and pedagogical requirements for educating current and future clinicians in virtual care provision. This review was informed by Arksey and O'Malley's five-stage methodological framework for scoping reviews, first published in 2005. Using a clearly articulated search strategy and reporting process, over 4000 pieces of literature were analysed to inform this review. A final 17 papers were included. Common themes emerging in relation to curricula content include the basics of virtual care, cultural awareness, interprofessional collaboration/training, telepresence, encompassing non-verbal, verbal and environmental considerations, and virtual care clinical skills. Standalone modules are recommended for delivering ‘the basics' of virtual care, while the interactive/participative approach is endorsed as an appropriate method of instruction. The reviewed literature reviewed offers a set of core inclusions and pedagogical approaches for a virtual care education program, although these are often mentioned in general terms and are not always well described. Moving beyond the COVID-19 pandemic, virtual care education for current and future clinicians requires a consistent and cohesive approach to curricula and pedagogies. These approaches should be rigorously evaluated as part of a continuous quality improvement process.

VIRTUAL MOBILITY AS ANOTHER WAY OF STUDENT MOBILITY IN POSTGRADUATE PROGRAMS

In 2020 and 2021, the international spread of the SARS-COV-2 virus caused academic activities at universities to be carried out virtually. Due to this situation, the face-to-face mobility of the national postgraduate programs affiliated to the National Postgraduate System (SNP) of the National Council of Science and Technology (CONACyT) were affected, so that mobility had to be developed virtually. A questionnaire was designed and applied to graduate students in language and linguistics (n=46), with the purpose of collecting their experiences about the implementation of virtual mobility in their programs. The results showed that virtual mobility is considered as a good alternative, since for the participants this modality allowed them to continue developing their academic activities. Additionally, they consider that virtual mobility can help to avoid costs of transportation, rent housing, and transportation time. Furthermore, virtual mobility gives them the opportunity to be present virtually anywhere to participate and develop academic activities. Based on this, we propose this modality as different way to carry out mobility in postgraduate programs attached to the SNP, which would heed to the diversity of life conditions, and family and working conditions of students who study quality graduate programs in Mexico, thus contributing to a better construction of disciplinary and scientific knowledge. (English) [ FROM AUTHOR]

Poetic discourse analysis: The roles of education in prison abolishment and futures of public health and safety

This document engages with discourses surrounding prison abolishment, defund/refund movements, COVID-19, and education as it relates to the Prison-Industrial Complex through a critical, poetic discourse analysis. Through a combination of artistic and analytic considerations, the work seeks to examine how systemic structures are being confronted in our temporal frame, focusing on the discourses of activists, government statements, and media outlets. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

EXAMINATION OF THE EFFECT OF DEATH ANXIETY LEVEL OF NURSES ON PSYCHOLOGICAL RESILIENCE DURING THE COVID-19 PANDEMIC

The aim of the study is to determine how the death anxiety level of nurses working in the hospitals affects resilience, and to examine whether it differs according to various sociodemographic variables. The universe of this descriptive study consists of nurses working actively in hospitals across Turkey. The sample of the study consists of 384 nurses who accepted to participate. As a data collection tool, online questionnaire form is preferred. In addition to sociodemographic questions, "Death Anxiety Scale" and "Brief Resilience Scale" are used in the questionnaire form. It is found that the death anxiety of the participants is moderate, and their psychological resilience is above average. As a result of the analysis, it is determined that death anxiety level of women and married participants is higher than the others. In addition, a negative and moderate relationship is found between psychological resilience and death anxiety. Finally, it is discovered that death anxiety predicted resilience by 12.1%. For this reason, educational programs should be organized to raise awareness about the symptoms and consequences of death anxiety. (English) [ FROM AUTHOR]

Adoption of teamstepps to promote collaboration and problem-solving: A pilot training program for clinical nursing leaders

Quality improvement, a concept implemented by Florence Nightingale in the 19th century, is now deeply embedded in United States healthcare policy from licensure to payment models (Nightingale, 1863). The culture of safety and the emphasis on process improvement is engrained in high reliability organizations, fostering an environment of collective mindfulness and collective enactment to prevent error. To achieve high quality, healthcare organizations must bridge the core competencies of communication, collaboration, and problem solving taught in pre-licensure and translate them in inter-professional practice using evidence-based approaches. Nurses and nursing leaders must be equipped with the right problem-solving tools to drive efficiency, quality improvement, conflict resolution, and collaboration needed to support a high performing organization. TeamSTEPPS developed by the Department of Defense and the Agency for Healthcare Research and Quality, is an evidence-based curriculum, aimed at fostering teamwork and collaboration (King et al., 2008). This quality improvement initiative adopted TeamSTEPPS and implemented a virtual, self-guided pilot training program focused on 4 modules (TRICARE Management Activity, 2008). The pilot training program was implemented across 3 inpatient units and specifically targeted clinical nursing leaders in an academic medical center. The Kirkpatrick's model was used to evaluate knowledge-skills-attitudes gained by participants of the training program (Kirkpatrick, 1967). Each participant completed a pretest prior to completing the virtual training and an immediate and 4-to-5-week posttest. The results of the 4 multiple choice questions and 15 to 17 4-point Likert scale questions were analyzed through descriptive statistics. Of the 10 participants who completed the pretest, 4 completed the immediate posttest (40% response rate) and 5 completed the 4-to-5-week posttest (50% response rate). The findings did not demonstrate significant improvement in knowledge gained and behavior applied from the pilot training program. Results indicated future considerations to augment the curriculum to address conflict engagement. Results indicated slight improvement in learning and behavior tied to standardized methods in sharing information. The COVID-10 pandemic and a shift in organization priorities and strategy resulted in limitations around participation. As the organization and health care community ascends from the pandemic and other organizational priorities, nursing leaders will be reenergized and engaged. Future scalability includes consideration to add a simulation lab to the curriculum design and implement the training program across all adult inpatient units in the organization, promoting participation and common language across all clinical nursing leaders. (PsycInfo Database Record (c) 2022 APA, all rights reserved)