Collection and Analysis of Narratives for a Values Charter of the Italian Society for Hospital Pharmacy

In recent years, the field of Narrative Pharmacy was introduced, which particularly addresses the pharmacist not only to guide a relationship of listening to and caring for the patient but also to strengthen and motivate toward the profession, improve relationships with colleagues, enhance the ability to teamwork, and understand emotions. In this paper, we report the analysis behind the construction of the Value Chart from the personal narratives of members of the Italian Society of Hospital Pharmacy. Each member's subjective professional experiences and their own view of themselves within society were collected through a semi-structured interview. Personal thinking, including experiences, feelings, opinions, desires, and regrets was classified by objective methods, from which main concepts were extracted for the Value Chart. The feedback to the survey, including activities during the Covid-19 pandemic management, is classified according to the analytical methods of Kleinman, Frank, Bury and Launer-Robinson. Regarding sentiment analysis, the emotional and subjective context of the text provides an ideal baseline to validate the result. The analysis was implemented using neural networks trained on dictionaries and natural language (i.e., Tweets). The originality of the work lies in the fact that generally value charters are built on a Society's values. In contrast, in this case, individual contributions were gathered to complement the ethical values on which the society is founded. © 2022 IEEE.

A multi-method quasi-experimental study to assess compassion satisfaction/fatigue in nurses, midwives and allied health professionals receiving a narrative medicine intervention.

AIMS: To: (1) measure the impact of a narrative medicine intervention on compassion fatigue and compassion satisfaction of nurses, midwives and allied health professionals; (2) explore participants' working experiences and (3) their impressions of the intervention. DESIGN: Multi-methods, quasi-experimental before-after intervention design. METHODS: The intervention consisted of 20 narrative medicine sessions (60 h). Healthcare providers (N = 48) from a mother-and-child hospital in Italy completed the 'Professional quality of life' questionnaire before and after the intervention (January 2020-April 2021). Baseline scores served as internal controls. Open-ended questions explored participants' touching experiences at work and their evaluation of the intervention. A thematic content analysis was performed. Reporting followed the TREND and SRQR guidelines. RESULTS: The differences before-after intervention in compassion satisfaction or fatigue scores were not statistically significant. Three themes emerged from participants' touching experiences: "Witnessing death and sufferance"; "Witnessing violence" and "Organizational stressors during COVID-19". A statistically significantly higher median score for post-intervention compassion satisfaction was found among participants who reported at least one touching experience compared to those who had no touching experience. Four themes emerged from the reported strengths of the program: "Learning to exteriorize feelings"; "Team building"; "Useful to rework personal/professional journey" and "Develops professional empowerment". Two themes emerged from reported weaknesses: "Programme organization" and "Participants' difficulties in sharing experiences". CONCLUSION: A time-limited narrative medicine intervention is not sufficient to produce significant changes in satisfaction or compassion fatigue, especially if implemented during a pandemic. However, such an intervention holds promise for supporting nurses and midwives' professional empowerment and promoting continuity of compassionate care. IMPACT: For those at risk of compassion fatigue, policymakers need to invest in training in narrative medicine, which promotes team building, and employee well-being and thus favours compassionate care. Such programmes should be offered to undergraduate students to nurture compassion and attention to self. PATIENT OR PUBLIC CONTRIBUTION: Does not apply as the study only includes health care providers.

Loss and grief: Personal stories of doctors and other healthcare professionals

This collection of personal narratives is just that: stories intended to chronicle the journeys of a small number of health clinicians and other professionals who have been struck by personal illness and/or loss. What these stories do not assume is that there are answers to the universal experiences of loss and grief, courage, and survival implicit in the telling. While the past is gone, the meaning of it, however, is forever in flux, forever being worked and reworked in our conscious and unconscious minds. Each memory is a redoing of what it represents and brings forth within our sense of ourselves and in our relationships with one another. Grief challenges us physically, emotionally, and psychologically to recast the loss again and again. And, in recasting the past and the passage of time, refashioning memory to meet the needs of the moment in which the lost object and our response to it either helps us to move forward in our life or keeps us stuck, unable to engage with a future that requires acceptance of giving up the life lived before. The COVID pandemic further highlighted the internalization of expectations. Drilled into us in training is the "prime directive", the ethical responsibility of patient care and that one should deal with personal things on one's one time. The stories written in this collection were a draft perhaps unending versions telling of the experience. Some stories were written in one setting, others over many weeks or months as the writer lost and regained footing along the tale's trail. The shame, the sadness and weeping, the anger and guilt, and the shame of feeling relief of the pain and suffering for ourselves or those we love(d) and the "weakness" of not being able to manage it all echo through these stories. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Personal Reflections on the Fall 2020 Education Crisis: A Visual Narrative

Scholars emphasize how exercising the ability to critically evaluate both sides of an issue can reveal false dichotomies and promote an awareness of common ground among differing perspectives (Journell, 2019, Noddings & Brooks, 2017, Zimmerman & Robertson, 2017). As an art education professor in higher education and former elementary art teacher in public schools, Rebecca Shippe does not have to determine how K-12 learning will look in the fall of 2020. However, she has internally debated this significant dilemma as new research and policy updates continually impact her opinion of what is best for communities as a whole. This story presents both pictures and words to document her internal dialogue while considering the advantages of both face-to-face (F2F) and online learning in public schools during the COVID-19 pandemic.

Maternidad Fronteriza amidst COVID-19 Pandemic: "Testimonios" of "Mami"Scholars' Resistance

Recognizing that the burdens of Women of Color and mothers were augmented by the global pandemic and by the failure of institutions of higher education to equitably accommodate the needs of these populations, we shed light on the specific struggles experienced by MamiScholars in the era of COVID-19 in this article. We share our testimonios through the documentations of our MamiScholar realities to contest dominant narratives that would otherwise continue to undermine the legitimacy of our needs and demands during COVID-19. We further coin and define the concept of maternidad fronteriza, exploring the balance of being mothers of littles ones on the tenure clock. This article advances our understandings of challenges MotherScholars of Color face in institutions of higher education while providing recommendations about specific changes universities can make to produce equitable outcomes that address their specific needs.

Loss and grief: Personal stories of doctors and other healthcare professionals

This collection of personal narratives is just that: stories intended to chronicle the journeys of a small number of health clinicians and other professionals who have been struck by personal illness and/or loss. What these stories do not assume is that there are answers to the universal experiences of loss and grief, courage, and survival implicit in the telling. While the past is gone, the meaning of it, however, is forever in flux, forever being worked and reworked in our conscious and unconscious minds. Each memory is a redoing of what it represents and brings forth within our sense of ourselves and in our relationships with one another. Grief challenges us physically, emotionally, and psychologically to recast the loss again and again. And, in recasting the past and the passage of time, refashioning memory to meet the needs of the moment in which the lost object and our response to it either helps us to move forward in our life or keeps us stuck, unable to engage with a future that requires acceptance of giving up the life lived before. The COVID pandemic further highlighted the internalization of expectations. Drilled into us in training is the "prime directive", the ethical responsibility of patient care and that one should deal with personal things on one's one time. The stories written in this collection were a draft perhaps unending versions telling of the experience. Some stories were written in one setting, others over many weeks or months as the writer lost and regained footing along the tale's trail. The shame, the sadness and weeping, the anger and guilt, and the shame of feeling relief of the pain and suffering for ourselves or those we love(d) and the "weakness" of not being able to manage it all echo through these stories. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Community Health Workers in Time of Crisis: A COVID-19 Case Study

This article focuses on the lived experiences of those implementing community health worker (CHW) programs during the COVID-19 pandemic. Based in an upper mid-west state, this qualitative case study is bounded by the state-level context and two distinct local case sites—one rural and one urban—and includes the experiences of five CHWs, two program directors, and a state-level administrator. The acute crisis response galvanized the ongoing need for CHWs, not only because they are trusted health messengers, but because they advocate for—and organize with—communities to address inequalities and inform public health institutions. Author-practitioners described personal and community identity as intertwined, a perspective in solidarity with decolonized approaches to humanistic psychology. Highlights discussed include: (a) Personal relationships motivated author-practitioners to join the pandemic response;(b) All pandemic response efforts were interconnected with social determinants of health;(c) The pandemic was as an opportunity to do things differently with more flexibility, personally and organizationally;and (d) Privately funded opportunities enabled local areas to implement quick responses, which influenced eventual state-level responses. All authors described structural racism as a constant context of this work. This article fills gaps in the literature related to the implementation of crisis responses and CHW programs. [ FROM AUTHOR]

Modes and Trajectories of Shadow Education in Denmark and China: Fieldwork Reflections by a Comparativist

Purpose: In the domain of shadow education (private supplementary tutoring), Denmark and China may be placed at opposite ends of a spectrum. Denmark has a recently emerged, small, and high-cost sector that mostly serves low achievers, while China has a more industrialized sector with a long history and economies of scale. The paper juxtaposes the two to shed light on each. Design/Approach/Methods: The article is a personal narrative of the author's research experiences. She grew up and had initial education in China before moving to the Nordic realm for 2 years. This provided a set of initial lenses, which were subsequently deployed in research partnership from her current base in China with colleagues in Denmark. Findings: The juxtaposition raises questions that might otherwise not have been asked and provides insights that might otherwise not have been gained. Danish families hesitate to use shadow education for advantages in the egalitarian society, in contrast to Chinese patterns that stress competition and achievement. These facets have implications for the modes of shadow education and even the names of tutorial companies. Originality/Value: The paper has a methodological value in addition to its substantive insights on the trajectories of shadow education in the two countries.

Making Sense of the Unknown: A Narrative Analysis of COVID-19 Stories as Told by WSU Research Students

Storytelling is an important tool through which to make sense of life experiences. Stories can be classified as personal narratives, historical documentaries and those that inform the viewer about a specific concept or practice. These narratives can be used to promote discussion about current issues in the world. Storytelling can thus be seen as an effective learning tool for students by providing a strong foundation in "Twenty First Century Literacy" skills as well as advancing emotional intelligence and social learning. This project used storytelling to gather information regarding people's encounters with COVID-19 and lockdown, with specific focus on the Eastern Cape of South Africa. Employing a content analysis methodology, it attempts to analyze responses to narrative inquiry interviews about the COVID-19 pandemic as conducted by students, as part of their introduction to the methodology of research. These responses were used to generalize findings, as well as to look at individual reactions that could bring light to, and make sense of the human experience of the pandemic within an educational context. Both negative and positive experiences were related by interviewees and students.

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.

Adult Learners, Remote Learning, and the COVID Pandemic: Restructuring Education Doctorate Courses in Crisis

This essay serves as the narrative of an early career Assistant Professor as they recall their struggles, vulnerabilities, and insecurities while navigating the need to shift their educational leadership doctoral students to emergency remote learning amid a global pandemic. Using the foundations of transformational experiences for adult learners, the need to sustain the students' communities of practice, and positive school leadership, the author develops and executes their action plan to meet the needs of their adult learners and support them in the online environment during the COVID-19 crisis. By applying this framework as practicing EdD scholars, we serve as a model for future directions in the teaching spaces of the Education Doctorate by bridging the gap between theory and practice in our higher education teaching spaces.