Emotional risk work during the pandemic: Healthcare professionals' perceptions from a COVID-19 ward

In March 2020, COVID-19 wards were established in hospitals in Denmark. Healthcare professionals from a variety of specialities and wards were transferred to these new wards to care for patients admitted with severe COVID-19 infections. Based on ethnographic fieldwork in a COVID-19 ward at a hospital in Copenhagen, Denmark, including focus group interviews with nursing staff, we intended to explore practices in a COVID-19 ward by seeking insight into the relation between the work carried out and the professionals' ways of talking about it. We used a performative approach of studying how the institutional ways of handling pandemic risk work comes into being and relates to the health professionals' emerging responses. The empirical analysis pointed at emotional responses by the nursing staff providing COVID-19 care as central. To explore these emotional responses we draw on the work of Mary Douglas and Deborah Lupton's concept of the ‘emotion-risk-assemblage'. Our analysis provides insight into how emotions are contextually produced and linked to institutional risk understandings. We show that work in the COVID-19 ward was based on an institutional order that was disrupted during the pandemic, producing significant emotions of insecurity. Although these emotions are structurally produced, they are simultaneously internalised as feelings of incompetence and shame.

Distance Learning in an Inclusive Preschool Focused on Autism During the COVID-19 Pandemic: A Mixed-Methods Multiple Case Study of Four Children

Despite the widespread use of distance learning during the coronavirus disease-2019 (COVID-19) pandemic, little is known about the developmental appropriateness of this instructional format for preschoolers, particularly when implemented in inclusive settings. The current research was implemented in a university-affiliated, state-funded inclusive preschool classroom focused on autism spectrum disorder (ASD) where parents were given the option to enroll in a full distance program (FDP) during the first 9 weeks of the 2020/21 school year. Parents of four children, including two children with ASD, selected the FDP option. Synchronous whole group, small group, and individual online sessions were recorded using screen capture and coded for children's maintained attention and directed communication. Further, parents and teachers completed exit interviews or a focus group, which were transcribed and analyzed using qualitative research methods. This is the first study to use observational methods to measure child engagement during preschool FDP sessions. Results from this mixed-method multiple case study paint a rich picture of both opportunities and limitations inherent in distance learning when implemented in inclusive preschool settings. General conclusions, future directions, and study limitations are discussed.

Verification and validation of a framework for collaborative BIM implementation, measurement and management (CIMM)

PurposeThe purpose of this research is to develop through a two-stage verification and validation process a novel implementation framework for collaborative BIM, utilising experts from academia and industry as well as a real-world case study project.Design/methodology/approachThe aim of this research was to build upon previous research findings by the authors in order to develop an implementation framework that stems from ousting the inefficiencies of current collaborative BIM practices. This is achieved by a more objectified and quantified approach towards seeking heightened transparency and objectivism of what is required through the implementation of BIM. The mixed research methods technique of both qualitative and quantitative data collection was utilised, with the structure consisting of a two-stage approach utilising the Delphi model for verification and validation. This was developed to test the novelty and beneficial structure hypothesis involving 15 core BIM experts from academia, construction and design with c. 22 years average experience. Validation was undertaken on a complex, high value real world building structures project in central London, inclusive of 8 core project BIM experts. The research utilised a developed solution that mirrored and provided a more holistic representation guiding the practitioners as a project team step by step through the determination of underpinning elements, which support the goal of enhanced information requirements as well as executing the prioritisation measurement tools as part of the framework. Data ascertained at the workshop case study prioritised areas of importance that are core in supporting the delivering of these enhanced information requirements at a project delivery level, which were in order of prioritisation determined by the project team (1) constraints (39.17%), (2) stakeholder requirements (35.78%), (3) coordination (existing asset) (15.86%), (4) exchange requirements (5.38%) and (5) level of information need (3.81%). Furthermore, risk mitigations for the top three priorities were focussed on early stakeholder engagement, appropriation of survey data collection, focus on quality of outputs and applying toolsets and processes with meaning and emphasis on the defined high-level requirements.FindingsFindings show that the framework and the developed solution translate the process methodology of the framework schema into a useable and beneficial tool that provides both qualitative and quantitative inputs and outputs. Furthermore, a collective agreement on the objectives, risk mitigations and assignment of tasks in order to achieve outcomes is presented, with evidence on numerical weightings and goal achievement.Research limitations/implicationsDue to the impacts of COVID-19 on physical engagements both the verification (electronic survey questionnaire) and validation (case study project) were undertaken remotely, using available technologies and web interfaces.Practical implicationsThe case study workshop was limited to one building structures project in central London of a value of c. £70 m design and build cost that the project team (participants) were actively engaged with.Social implicationsThe social impacts of this research has resulted in the review of existing systems, methods and approaches from a wider perspective of theoretical and applied environments, which led to the development of a novel approach and framework guided by an interactive and useable solution.Originality/valueAs shown within the core findings, experts across academia and industry (design and construction) confirmed that the framework methodology and application were 100% novel, and added a benefit to the existing collaborative BIM approach. Value added is that through objectifying, weighting/prioritizing and creating a discussion supported by qualitative and quantitative reasoning the focus on what collaborative BIM is to achieve is increased, and thus the likelihood of successful implementation.

Reaching Rural Students with Resources and Enrichment-Focused Learning in the Summer Months

Each student selected books during the last week of school and during the last days of the summer program, so that they had access to books when school was not in session. Since book ownership is an important motivator for reading, the students kept their books and were treated to one additional book on the last day of the program, when they took a field trip to a bookstore. Study Design Reallocating school resources required a research focus with data collection and analysis for continued approval of summer program funding. The mixed-methods design of the study included quantitative data (e.g., registration, attendance, STAR reading scores, Likert scale questions on student and parent questionnaires) and qualitative data (e.g., student focus groups, open-ended questions on student and parent questionnaires). Parents' written consent and students' assent were provided for STAR reading, focus group, and questionnaire data collection each summer.

Enabling compassionate and collective leadership among regional medical leaders, for co-created strategic system solutions to enhance compassionate approaches in governance around the management of doctors with professional standards concerns: initial outcomes from part of a system-wide project series in the ‘growing compassion, NHS England Northwest initiative'

Context‘Growing Compassion' is a regional system wide initiative led by the NHS England (NHSE) System Improvement and Professional standards (SIPS) team in the Northwest (NW) of England.The target audience were Medical directors (MDs) who fulfil the statutory Responsible officer(RO) functions as per the RO regulations in England across primary, secondary and independent care sectors and key external stakeholders (General Medical Council-GMC, Health Education England NW(HEENW), NHS Resolution(NHSR)).Issue/ChallengeThis was launched in response to the impact on healthcare professionals by Covid19 pandemic and the inequities it unveiled.NHSENW challenge and vision were to enable and grow, compassionate collective leadership in the management of professional standards concerns regarding doctors while ensuring governance and reducing inequities., outlines early outcomes of one of the projects within the range of regional series of initiatives on ‘growing compassion' to nurture a compassionate and inclusive culture.Assessment of issue and analysis of its causesStakeholder engagement event was held in September2021.Exploratory intervention through ‘humble inquiry and compassionate listening' to realise the NHSENW vision through Safe space conversations were facilitated through 10small focus groups over RO network events in April/May2022, attended by 71key leaders comprising MD/ROs(90%) and other stakeholders(10%).Talk on Compassionate leadership by NHSENW/GMC/NHSR teams preceded focus groups, aligned all in the definition of compassion and its integral components1 and set the scene for the expectation on collective leadership(2) with, co-created, strategic system solutions, as outcome from focus groups.ImpactEach focus group had a single moderator and 7-9 participants. Two key questions were shared, and outcomes collated.What resources do you have in your organisations to enable a compassionate approach to managing concerns regarding doctors?What can be done collectively to enhance compassionate leadership?InterventionFocus group suggested interventions to enhance compassionate approaches collectively yielded 135 responses categorised under 4key themes.Visible leadership to influence cultures(n=42)Reviewing Systems/processes to embed compassion(n=56)Compassionate language in policies(n=11)Supportive resources: education/training(n=26)Involvement of stakeholders, such as patients, carers or family members:All 71 key audience were NHS users as patients.Key MessagesNHSENW succeeded in demonstrating 6 key effective leadership outcomes achieved at this phase of the project.Effectively transformed compassionate listening into demonstrable co–created, strategic system solutions, for compassionate actions fulfilling fundamentals of compassionate leadership1Effectively laid the foundational elements of collective leadership through setting direction with clear vision, enabling alignment with values and commitment for prioritising/progressing compassionate leadership collectively as regional network of leaders (2,3).Developed a kindness/compassionate pledge and effectively demonstrated how user views can be powerful for value alignment as guiding principles.Compassionate leaders don’t have all the answers and don’t simply tell people what to do, instead they engage with the people they work with to find shared solutions to problems (3)When a leader as NHSENW launches an initiative to realise the vision of ‘Growing Compassion', it paves the way for other organisations/leaders to follow with peer support.System leadership encourages leaders to embrace uncertainty and to get started with initiatives from where you are, with what you have even if whole path is not charteredLessons learntInvestments on qualitative approaches with additional moderator and Patient representation for future.Measurement of improvementNHSENW succeeded to collectively translate ‘compassionate listening to action' and the outcome was a series of co-created strategic system solutions developed in readiness for regiona launch in November 2022.Compassion/kindness pledge as a set of value aligned guiding principles.Compassionate tool kit for supporting doctors/governance/HR teamsEducation/training package for compassionate conversations in challenging situations when managing complex performance concerns by NHSR with NHSENW input.Compassionate Policy updates with people focus more than process focus.Prioritising compassionate leadership &Sharing good practice to spread compassionate ripple furtherOnboarding support package for new International Medical Graduate Doctors awaited from HEENW.NHSENW risk assessment template for objective assessment on thresholds for formal investigation to reduce bias/enable consistency/transparency shared.(4)NHSENW investigation closure template updated to capture system/contributory factors/organisational learning to ensure a compassionate approach beyond human factors and shared.Strategy for improvementAll co-created strategic system solutions developed as outcome from focus groups is to be launched regionally at the RO/MD network event in November2022.These outcomes from initial phase form the interventions for next phase of cycle. NHSENW will continue to monitor impact, through Quality Improvement methodologies including further focus groups in autumn2023, leaders interviews &next PDSA cycle (Plan-Do-See-Act).

Pandemic Lessons Learned: Educators' Experiences and Tool Checklist

The Coronavirus pandemic had a significant effect on teachers when traditional face-to-face classroom instruction abruptly shifted online in the spring of 2020. It also provided educators the unique opportunity for continued growth and development in incorporating technology into their instruction. The purpose of this study was to examine educators' s learning experiences in utilizing virtual learning technologies to provide instruction during the COVID-19 pandemic. Researchers conducted two (2) online focus group interviews with participants (N = 9). The focus group transcriptions were qualitatively analyzed for themes. The findings from the focus groups are discussed in this article. The resulting implication is the 3E (Efficient, Effective and Engaging) application checklist to utilize when selecting instructional online tools and incorporating technology in the classroom. [ FROM AUTHOR] Copyright of Clearing House is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

PRELIMINARY FINDINGS OF QUALITATIVE EXPLORATION OF THE EFFECTIVENESS OF AN ONLINE "FATIGUE AND ACTIVITY MANAGEMENT EDUCATION IN WORK” (FAME-W) INTERVENTION FOR INDIVIDUALS WITH INFLAMMATORY ARTHRITIS

BackgroundA Fatigue and Activity Management Education in Work (FAME-W) programme was developed for individuals with inflammatory arthritis to manage fatigue in work (McCormick, 2018). FAME-W was designed as an in-person programme;however, due to COVID-19 pandemic it was modified to be an online group-based self-management intervention.ObjectivesThis study tested the effectiveness of an online format of FAME-W for future use by occupational therapist to help individuals with inflammatory arthritis to stay in work.MethodsParticipants were randomly allocated to intervention or control groups. Participants in the intervention group received the online four-week FAME-W and the control group participants received a FAME-W handbook. Participants in the intervention group attended a focus group immediately after the completion of the online FAME-W programme. A qualitative descriptive design was used with semi-structured focus groups. Data were analysed by thematic analysis (Braun and Clark, 2021).ResultsTwenty-six individuals took part in five separate focus groups. The average number of participants per group was 5 individuals with the largest group having 8 and smallest having 3 participants. The majority of participants were female, working full time and had Rheumatoid Arthritis. The four themes emerging from the focus groups were: "content and delivery of the programme” where participants discussed the relevance of the content to their symptoms and the online delivery format of FAME-W. In the second theme, participants discussed "understanding the effects of symptoms on their own and combined” and how symptoms effect mood, work, cognitive and physical abilities. In the third theme, "implementing the knowledge gained from the programme” through goal setting and practicality of the self-management strategies provided were discussed. Final theme "impact of the FAME-W on symptoms and work” including reassurance of normalising symptoms, change in mindset and approach to their condition were discussed.Table 1.ThemesQuotesContent and delivery of the programme"Each of the four sections were all very relevant” "I am quite happy that it is online because face to face would depend on location if I had the choice”Understanding the effects of symptoms on their own and combined"Now I know that I can sleep better when I manage my pain, and I can manage my pain by managing fatigue” "When you have a long-term illness, you don't look at the symptoms individually, you need to break it and look at it individually to know how to manage it”Implementing the knowledge gained from the programme"I'm in a different place today than I was four weeks ago. I am doing well now. So, for me the goal setting is excellent” "Helps you implement the knowledge into your regular routine and check in with yourself”Impact of the FAME-W on symptoms and work"Just a lightbulb moment to say, great, this is not my fault, because you can blame yourself for all the symptoms”ConclusionPreliminary results show that participants found the online FAME-W to be effective, relevant, reassuring, and helpful. These results suggest that work-related self-management skills are essential in assisting participants with symptom management in the workplace. Furthermore, these preliminary results suggest that the online format of FAME-W may be helpful for individuals with inflammatory arthritis to stay in work and it may become a standard part of clinical care for occupational therapists.References[1] McCormack, RC, O'Shea, F, Doran, M, Connolly, D. Impact of a fatigue management in work programme on meeting work demands of individuals with rheumatic diseases: A pilot study. Musculoskeletal Care. 2018;16: 398– 404.[2] Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. SAGE.Acknowledgements:NIL.Disclosure of InterestsNone Declared.

Enhancing palliative care at home: a generalist community nursing case study

What this paper adds: * This case study demonstrated that facilitating ongoing education opportunities that draw on the expertise of local palliative care champions or internal specialists can enhance care provision. * Nurse care managers believe the value of generalist services, particularly home care services, in the generalist-specialist palliative care partnership, needs to be understood and respected. * Tailored investment in home care to provide a general palliative approach would be beneficial given the unique challenges of this mobile workforce. Keywords: Palliative care;home care services;Education, Nursing;qualitative research;Nurse Practitioner BACKGROUND Palliative care focuses on improving the quality of life of people affected by life-threatening illnesses, including the prevention and relief of suffering through identification, assessment and treatment.1 This care extends to family members, and encompasses physical, psychological, social and spiritual support. Home nursing and care organisations are key providers of community-based palliative care, with staff often the linchpin, in supporting palliative clients, organising and providing care, coordinating the input of other professionals and of specialist equipment.5 Previous research has identified the difficulties faced by home care nurses in meeting their clients' palliative care needs, such as symptom management and communication, as well as requirements for further training to enhance their knowledge and confidence of caring for palliative clients.5-7 In this context, generalist palliative care is delivered by health and care professionals with broad clinical responsibilities who provide primary, ongoing care;and have established relationships with the person and their care community.2 This is distinct from specialist palliative care services which support complex needs through multidisciplinary teams with specialised palliative care training. FINDINGS AND DISCUSSION Thematic analysis identified the following overarching themes: 1) targeted education increased staff knowledge and confidence, but more is needed;2) collaborative teamwork with effective communication and information sharing underpins a successful generalist-specialist partnership;3) the home care setting is unique and requires accessible systems and processes.

IMPROVING THE UPTAKE OF ELECTRONIC PATIENT REPORTED OUTCOME MEASURES IN A SPECIALISED AXIAL SPONDYLOARTHROPATHY CLINIC

BackgroundSheffield Teaching Hospitals (STH), UK, has a specialised axial spondyloarthropathy (axSpa) clinic run by a rheumatology consultant and physiotherapist with special interest in this area. BASDAI and BASFI patient reported outcome measures are used to assess disease activity and response to treatment, in line with national guidelines. STH has invested in MyPathway (MP), an electronic patient messaging system used for patient information, appointments and electronic patient reported outcome measures (ePROMs). The data can also be viewed at a system level on a clinician dashboard. Prior to 2020 the uptake of ePROMs was low in the axSpa clinic. The move primarily to telephone consultations in March 2020, due to the COVID-19 pandemic, created an opportunity for increasing the use of MP for ePROMs collection to enable improved remote monitoring of patients with axSpa.ObjectivesThis quality improvement project aimed to increase the use of electronic BASDAI and BASFI (ePROMs) in the axSpa clinic.MethodsA multi-pronged approach has been taken since March 2020 to increase ePROMs completion and improve their use. Each appointment was used as an opportunity to discuss and recruit patients to MP. Clinicians invited each patient to join MP and sent them a link after their appointment. QR codes were then added to all rheumatology patient letters encouraging patients to register. A pathway was set up that automatically sent a prompt to patients registered on MP to complete their BASDAI and BASFI questionnaires prior to clinic appointments. Clinicians began logging into MP to view scores during appointments to provide patients with real-time feedback.A mixed methods approach was used to assess the uptake of ePROMs over time. We tracked MP registration rates and BASDAI completion rates as the key outcome measures, using a run chart to assess special cause variation. We undertook a patient focus group to explore attitudes towards ePROMs, key barriers and opportunities for further improvement.ResultsThe total number of axSpa patients seen in the specialised clinic (named LADAS) who have registered with MP has increased from 56 (35.9%) in January 2019 to 200 (58.9%) in September 2022. There has been an improvement in the BASDAI completion rate, with 80% of patients completing more than one BASDAI in 2022, compared to 24% in 2019, as illustrated on a run chart (Figure 1). Patients can complete BASDAI forms sent to them in a previous month, therefore the completion rate some months exceeds 100%.In a dedicated focus group, patients reported that ePROMs were generally more convenient, and provided a useful record to refer back to. This could be further improved by development of a graph function to view scores over-time and the ability for patients to complete a questionnaire between appointments when they feel their disease is more active. A key theme for improving the use of ePROMs was the need for more discussion about their utility and around individual patient's scores. There is concern that the BASDAI and BASFI scores are arbitrary and lack nuance, and that the importance of these scores at an individual patient level is not clear. This may be rectified by more discussion with clinicians in appointments, to add meaning to these scores. There was also concern that sleep and other generic health measures are not covered in the BASDAI or BASFI. The EQ-5D, a generic questionnaire, is also sent to axSpa patients, but there seems to be a lack of patient awareness regarding it. There is an appetite to improve and standardise the amount of patient information accessible on MP, for example disease information and links to patient support groups.ConclusionThere has been a clear improvement in the completion of ePROMs in the dedicated axSpa clinic at STH, over the last three years. Patient feedback has highlighted key areas for further improvement to maximise the potential of ePROMs, including more discussion around PROM scores to increase understanding and add individual patient meaning and nuance.Figure 1.AcknowledgementsI have no acknowledgements to declare.Disclosure of InterestsJudith Jade: None declared, Zoe Cox: None declared, Emily Fox: None declared, Rachel Tattersall Speakers bureau: honoraria as speaker for Abbvie, Lisa Dunkley Speakers bureau: honoraria as speaker/ teaching for UCB/ Abbvie/ Pfizer.

Conducting Online Focus Group Interviews With Two Generations: Methodological Experiences and Reflections From the Pandemic Context

In the wake of the Covid-19 pandemic, many research projects were forced to adapt their design and conduct interviews online. This paper discusses the benefits and challenges of using online focus groups with participants representing different generations and cultural and social backgrounds. Based on the researchers' experiences and field notes from a three-country comparative project, aiming at analysing the extent to which previous experience of state surveillance impacted attitudes to commercial monitoring and tracking of online behaviour among two generational cohorts, the paper identifies seven aspects where the move from offline to online interviewing interfered with the original research design. The paper suggests that most of these interferences resulted in a need to adjust the methodology to better fit the online setting. We reflect critically upon the issues of technological preconditions and digital skills, recruitment, group size, degrees of previous acquaintance, the role of the interviewer, participants' household status and media environment, and ethical considerations concerning privacy and data management. Based on these methodological insights, we conclude that future online focus group research would benefit from using smaller groups and adjusted moderation, flexibility in interviewing tools and channels, and new, online-specific ethical considerations when planning, executing, and analysing interviews. The paper advocates the complementarity between in-person and online focus groups as two modalities of data collection and argues for the normalization of hybrid methods. [ FROM AUTHOR] Copyright of International Journal of Qualitative Methods is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Learning Together: Experimental Evidence on Promoting Connections in Remote Classes

How can instructors best foster connections among students when learning is fully remote? This article describes a pedagogical experiment conducted in two large introductory political science courses at a large public university in the 2020–2021 academic year. We randomly assigned groups of students to different sets of instructions on how to study together remotely for an exam. Our strongest finding is that almost any effort by an instructor prompting students to work together helps students to feel more connected to one another;however, students often need to see and hear one another to feel connected. We find this to be tremendously encouraging—relatively easy interventions can result in significant improvements in learning.

Social Work Education during the COVID-19 Pandemic—Challenges and Future Developments to Enhance Students' Wellbeing

As the COVID-19 pandemic swept across the globe, educational systems were forced to adapt to the new reality of online learning, causing practical academic specializations, such as social work (SW), to be severely affected. To highlight the perspectives of SW students during the pandemic, we used a mixed sociological approach that combined exploratory qualitative research (using the focus-group technique) with cross-sectional quantitative research. Participants who had both on-site and online SW studies before and after the COVID-19 outbreak were included in the study. The study was conducted during a period when almost all educational activities were held online. We aimed to investigate students' perceptions of the educational process during the pandemic, how their wellbeing was affected, and their perspectives on educational and professional development. Students identified advantages of online learning, such as discovering online learning tools, and disadvantages, mainly marked by concerns about their career path once practical activities were heavily limited by institutional measures and policies. Our conclusions suggest that in a post-pandemic context, universities should provide continuous feedback, integrate students' opinions into policies, offer material and technical support, facilitate access to high-quality resources, enrich the SW curricula with resilience programs, and organize peer-to-peer mentoring activities.

Revising the Marks of the Fragile Rural Church

The hypothesis of the fragile rural church was first advanced by Lawson (2018) and refined by Lawson (2019) using qualitative data from interviews with Church of England clergy with responsibility for three or more rural churches. Quantitative research by Francis, Village and Lawson (2020, 2021a, 2021b) confirmed the proposed five major marks of the fragile rural church, demonstrating that these marks were most prevalent in the rural situation. The current research, based on interviews with 17 rural Church of England clergy with responsibility for four or more churches, and focus groups involving 33 lay people from the same parishes, confirms the five major marks of the fragile rural church and proposes one further mark.

Perceived Change in Quality of Life Related to Treatment of Hepatitis C Infection among People with Substance Use Disorder: A Qualitative Study

Background. The hepatitis C virus (HCV) is often associated with people who inject drugs, and with a reduction in quality of life. While earlier forms of HCV treatment had low treatment uptake, newer HCV treatment integrated with opioid maintenance treatment appears to increase treatment uptake among those who inject drugs. The aim was to explore how people who inject drugs perceive changes in quality of life after treatment of HCV infection. Methods. Four focus group discussions, and 19 individual interviews were conducted with people who inject drugs or who had previously injected drugs and received opioid agonist therapy. All participants were successfully treated for and "cured” for HCV. Data were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis. Results. The HCV treatment helped participants to let go of negative thoughts and break destructive patterns of interaction. This facilitated the restoration of social relationships with family and others. Furthermore, some participants reported a general improvement in their health. Feeling healthy meant fewer worries such as infecting others. Also, interactions with health professionals were experienced as less stigmatizing. These physical, social, and psychological improvements led to a form of "awakening” and being treated for HCV gave participants hope for the future. Conclusion. HCV treatment improves the mental and physical health in addition to play an important social function. Successful HCV treatment was associated with a greater sense of hope for the future, reconnection with significant others, and reduced feeling of stigma. Overall, improved health and social relationships contributed to improved quality of life.

USABILITY TESTING OF INTERACTIVE SYSTEMS CONDUCTED BY UNIVERSITY STUDENTS DURING A PANDEMIC

This case study describes a usability testing course in which students learn by practicing several evaluation methods. The on-campus format makes it possible for teachers and students to meet to discuss recorded test sessions and students can observe other students' execution of pilot studies conducted on campus. The COVID-19 pandemic placed new demands on this course. In-person activities were avoided by some students and many test participants. Some student teams tried remote usability testing. Interestingly, screen recordings (with sound) of the test sessions show that remote testing sometimes helped the students focus more on observation and less on (inappropriately) guiding the test subjects. Another effect was that the students found it easier to recruit participants than during the previous years when the university was teeming with students, lecturers, and non-academic staff. However, the recruited participants were often notably limited to the students' circles of friends. © (2022) by Association for Information Systems (AIS) All rights reserved.

Inclusive Community Aquatics Programming for Children with Developmental Challenges: A Community Participatory Action Research

Background: Children who are neurodiverse have traditionally been segregated from their peers in community-based programs, despite evidence of health benefits of inclusive education. Objectives: This community-initiated project aims to explore barriers and facilitators to inclusive aquatics programming for children with developmental and/or mental health challenges. Methods: Using a participatory-action research methodology, semi-structured interviews and focus groups were conducted with 14 participants from various stakeholder groups, including parents of children who are neurodiverse, helping professionals, and community programmers. Results: Participants described unique definitions of inclusion, from integration with neurotypical peers, to individualized goal-setting and achievement. Major facilitators include adequate resources, flexibility around accommodations, and motivated staff. Major barriers include social stigma, financial limitations, and lack of communication between caregivers and service providers. Conclusions: Participants felt strongly about the need to improve inclusion practices within aquatics—and other community-based—programs. Increased collaboration between families, community programmers, and helping professionals can foster better inclusion and outcomes for children who are neurodiverse. By incorporating various perspectives into the design of future programs, program administrators can ensure more equitable access such that all children are able to participate.

Comparing the Experience of Pre-Service Teachers in the First and Final Semesters in Online Learning Using a Focus Group Study

Since the outbreak of COVID-19, online learning has become the innovation and an alternative virtual education adopted by universities, due to campus closures. The sudden adoption of the innovation without prior preparation and training causes the ineffective implementation of online learning in most institutions. Based on this description, insufficient information is available regarding the experiences of the student population, which are the most affected by online learning in higher education. Therefore, this study aims to explore the experiences of pre-service teachers regarding their numerous abilities to provide a good online learning program. Using a qualitative focus group study design, data were obtained through the focus group discussion (FGD) on 58 and 52 teachers, which were divided into 10 study groups during the first and final semesters. The results showed that both groups had similar and different experiences, regarding lecturers' ability to effectively perform online learning. According to the experience of the participants, the lecturers with pedagogical and social-personal skills were able to emphasize and encourage the attractiveness of online learning. In addition, some of the differences highly depended on the specific indicators of the two aspects. These results are expected to provide a framework for university lecturers and administrators, towards implementing the learning process.

Mix Method Study Of Acceleration Of Vaccination Acceptance In Community In Polewali And Campalagian Districts

Objectives: This study examined the effectivity of subsystem components in community which could accept the acceleration of Covid-19 vaccine in Polman Region, therefore it becomes information for decision makers to create better health service management which is equal for everyone. Methods: this study applied mix method exploratory design which was conducted in two respective phases: qualitative and quantitative study. Qualitative study was conducted through focus group discussion on 3 target groups (primary, secondary and tertiary) to identify themes, ideas, perspectives, and believes, which became part of quantitative study to be explored. In quantitative study, 133 respondents were recruited from two boarding schools in the target area. Indepth interview and Focus group Discussion were used to collect data in the qualitative method. Quantitative study used descriptive statistics to describe information with frequency distribution. Results: The main results prove that there were relations between the variables found in the two methods which were significant and there was no internal conflict between the qualitative and quantitative findings. The result of the analysis found that the vaccine acceleration model which can be carried out namely involving local organizations and social groups in the COVID-19 information education system as well as taking preventive measures such as vaccination, and it will also be very effective if there were social relationships between individuals who were able to disseminate information about the importance of maintaining health protocols and also to conduct vaccinations in every level of society that could increase trust and follow-up for those who were still doubt about COVID-19 or about government's recommendation for vaccination. Conclusions: We conclude that each dimension of the social ecology and Health Belief Model was found to be consistent in both qualitative and quantitative research findings. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

"Why wasn't I doing this before?": Changed school social work practice in response to the COVID-19 pandemic

The American education system has been significantly disrupted by the COVID-19 pandemic, which led schools to shut down and convert to remote learning environments in spring 2020. However, long before these school closures, school social workers (SSWs) have faced significant practice dilemmas, as they have encountered obstacles to their engagement in best practices. While initial pandemic school closures presented SSWs with a range of uncertain situations, they also provided the possibility to respond to practice demands in different and dynamic ways. This article explores the pandemic's impact upon SSWs' practice, and how SSWs responded in turn as they quickly adapted their practice during this widespread, ongoing crisis. Informed by crisis theory, previous analyses of SSW practice trends and dilemmas, and a review of traditional social work values and ethics, we conducted three focus groups in July 2020 with SSWs during the pandemic's early months. From these interviews, we learned that participants' work was disrupted by dramatic shifts in school and community settings, as well as changes in support needs within their respective school communities. Those disruptions gave way to substantial shifts in practice, which reflect a more prominent role for systemic practice and for traditional social work values in SSW decision-making. These findings offer implications for post-pandemic practice, and practice in other host settings.

Unobtrusive and Acceptable Ways to Gather Participant Perceptions of Community-Based Interventions and Their Effectiveness at Improving Mental Health and Wellbeing: A Literature Review of Peer Reviewed and Grey Literature

In England, approximately 1 in 6 people have a common mental health condition, with certain groups experiencing worsening mental health since the start of the COVID-19 pandemic. Therefore, improving mental health remains a key priority for policy makers and practitioners. Community-based interventions are increasingly used to improve health and reduce inequalities. Evaluation of such interventions is important to ensure they are effective and to maintain financial support for continued delivery. Hesitation to complete administratively demanding evaluative measures by service users, which may not be suited to evaluating low intensity activities, point to the need to identify acceptable, unobtrusive methods of data collection. This review focuses on identifying unobtrusive methods that have previously been used to examine service user's perceptions of community-based interventions and their effectiveness, and the acceptability of the methods. A review of peer reviewed, and grey literature was undertaken in July 2022. Literature was identified via six databases, Google searches, and by contacting experts. Literature was included if it described unobtrusive methods to gather service users' perceptions of an intervention and/or reported the acceptability of such methods. Literature was excluded if it described traditional methods to gather service users' perceptions of an intervention. Our search identified 930 citations from searching databases (n = 886), Google (n = 40), and from contacting 15 experts directly, and over 300 experts indirectly via three e-mail lists (n = 4). No literature met our inclusion criteria. We report an empty review. There is no peer reviewed or grey literature that describes unobtrusive methods of data collection for mental health and wellbeing focused community-based interventions, or their perceived acceptability. The findings from this review indicate the need to develop unobtrusive methods of data collection in the field of public mental health, suitable for low intensity activities, and examine the acceptability and feasibility of such methods.