Assessing Student Mindset, Interest, Participation, and Rapport in the Post-Pandemic Public Speaking Classroom: Effects of Modality Change and Communication Growth Mindset

The COVID-19 pandemic created an exigency for educators to reevaluate their approaches to the classroom with one major dimension being course modality. This study uses the Instructional Beliefs Model to examine the impacts of course modality (i.e., hybrid versus face-to-face formats) and students' communication growth mindset on student engagement in the foundational public speaking course. Consistent with pre-COVID-19 findings, the results indicated that modality does not significantly impact student engagement, with one exception: higher cognitive interest scores were reported among students in the hybrid modality. Communication growth mindset associated positively with all student engagement variables examined: student interest–emotional, student interest–cognitive, participation, and class rapport. The findings offer tentative optimism about the promise of blended public speaking course modalities, and evidence for the necessity of mindset intervention to maximize student success.

Digitally shaped ethnographic relationships during a global pandemic and beyond.

Social distancing and public safety measures enacted in response to COVID-19 created a surge in methodological "advice" for researchers facing disruption to fieldwork. Resources and publications frequently encouraged changes vis-a-vis digitally enhanced methods or employment of digital ethnography. For ethnographers, the establishment and maintenance of ethnographic relationships in pandemic contexts restricted to virtual interactions has not been thoroughly explored, leaving those trained in recruitment, rapport-building, and field engagement with fewer resources to navigate this integral topic. Here, we provide insights into how ethnographic relationships may be developed when there is limited access to the field and traditional relationship building is not possible. We argue that as ethnographic methods change and adapt, so too must perspectives on ethnographic relationship development. By closely examining ethnographic relationships confined to digital spaces in the context of the Tennessee tornado recovery amid the COVID-19 pandemic, this project sheds light on how to overcome this challenge.

Is there anybody out there? Insights into Teachers' Emergency Remote Teaching Experiences*

This study aims to explore the phenomenon of emergency remote teaching (ERT) during the COVID-19 pandemic in terms of teaching practices from the perspective of public high school teachers. This study, as a phenomenology design pattern in the qualitative paradigm, focused on the phenomenon of ERT as experienced by public high school teachers and as it appeared to the teachers from the first-person point of view. Data were collected from five secondary education public high school teachers who were selected through criterion and convenience sampling methods using an individual semi-structured interview form, transcribed by dictation.io, and analyzed through content analysis. This study yielded vivid descriptions through the themes of "shifting practices", "pearls and pitfalls of ERT" and "most challenging aspects of ERT experiences." Personal gains aside, the study can provide decision-makers with insights for considering the effectiveness of the execution of ERT. The findings can be used to improve the status of ERT practices and learning during crises.

The Relationship Between Teacher-Student Rapport and EFL Learners' Engagement in Online Scaffolding Setting.

Given the breakout of the Covide-19 pandemic, online L2 learning has become more popular than ever so traditional in-person classroom instruction is giving way to virtual learning. The different approaches to virtual L2 learning entail learners' serious engagement to create their own learning pace. Instructors have a lasting effect on the students when they decide on how, where, and how well learners figure out and how they engage in interactions with each other. Engagement is concerned with rapport, which can be reinforced through scaffolding. Fostering rapport is claimed to improve engagement, degree of satisfaction, and collaboration, leading to effective engagement in the learning process. However, on the one hand, the relation between the two variables has not been examined in language learning, and on the other hand, they have not been investigated in an online scaffolding setting. In order to consider the issue, 586 EFL participants from universities in China were asked to take part in the study and they should answer two questionnaires, namely the student engagement instrument, and the teacher-student rapport scale. In so doing, 494 respondents were kept for the main analysis. The correlation between the two constructs through structural equation modeling (SEM) was 0.714, which is considered a significant and strong correlation. In a nutshell, some academic recommendations for educational stakeholders are provided.

'Can You Hear Me?' Five Reflections on Building Rapport Online During the Coronavirus (COVID-19) Pandemic

Building rapport with research participants is crucial for ethnographic research. The coronavirus (COVID-19) pandemic has intensified the existing challenges of building rapport. In this article, five researchers explore the ethical and methodological implications of adapting their research processes to comply with the restrictions imposed during the pandemic. The researchers, each at various stages of their dissertation projects, ask a familiar question with renewed relevance: How can meaningful, reciprocal relationships be built with interlocutors through digital interactions? The planned fieldwork, with bazaar traders in Ukraine and Bishkek, adolescents in a Romanian post-industrial region, breastfeeding mothers in Germany, museum employees in Papua New Guinea and street `artivists' in Los Angeles, was not intended to take place remotely. Five PhD students at different stages of their doctoral projects met at the DGSKA Autumn School, 'Fieldwork meets crisis', where they decided to analyze their rapport-building strategies during the pandemic together, as they were facing different challenges in applying the methods of digital ethnography for their originally on -foot planned research. Yet evaluating the approaches that have been adapted to conceptualize, conduct, and interpret online ethnographic research provides fertile ground for discussing the following interconnected questions: How can relationships be built and maintained online? How is corporality related to trust? And to what extent is reciprocity possible online? By critically reflecting on these questions, the five researchers seek to take forward the longstanding and under-theorized debate in anthropology on building rapport.

Building accountability and client–officer relationships through videoconferencing: Exploring best practices for community corrections

The COVID-19 pandemic forced community corrections agencies worldwide to use remote technologies to prevent the spread of the virus. A growing body of the literature suggests that video-conferencing is poised to be a core practice within community correctional settings. However, little is known about the best practice strategies for incorporating videoconferencing into routine supervision. We address this gap by interviewing and conducting focus groups with a sample of community correction officers from the US (N = 16). We identified the presence of the law enforcement—social work dichotomy in remote settings, reflected in challenges and opportunities when holding clients accountable and establishing client–officer relationships. Our findings show that officers relying on evidence-based practices (EBPs) were able to use videoconferencing tools to overcome remote challenges. We suggest that establishing in-person relationships, adapting EBP, and taking care of logistics are critical steps to strengthen remote accountability and client–officer relationships. We conclude by discussing future research areas. © The Author(s) 2023.

Failing to Connect? Methodological Reflections on Video-Call Interviewing During the Pandemic

The COVID-19 pandemic prompted a reconsideration of oral history practices, at a time when face-to-face contact was widely discouraged. This article draws upon a small sample of oral history interviews conducted remotely using video-calling software, to reflect upon the longer-term place of the video-call as a tool for oral historians. There are both practical challenges and benefits in relation to online interviewing with regards to security, accessibility, and comfort. More specifically, however, this article discusses the different ways in which memory and emotion may be shared on a video call and the wider implications of the virtual setting for rapport-building and shared authority between interviewer and interviewee. © 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.

Educational inequalities in France: A survey on parenting practices during the first COVID-19 lockdown.

What does the analysis of school support practices during lockdown in France tell us about the fabrication of educational inequalities? The question of parental monitoring of schoolwork has long been absent from French sociology of education. Based on French sociologist Pierre Bourdieu's concept of cultural assimilation, the traditional assumption was that family socialisation operates in an "osmotic" way and that studying parents' concrete, voluntary and explicit practices to support their children's schoolwork would not yield much new information. This research note takes the opposite view and demonstrates, on the basis of a survey using a questionnaire (n = 31,764) supplemented by a series of interviews (n = 18) conducted in France during the spring 2020 lockdown, that there are strong differences depending on social background. The early results of this survey suggest in particular that limiting explanations for social inequalities in homeschooling to a digital divide is too simple. The pedagogical dimensions of social inequalities in children's educational achievements must also be taken into account. The author introduces French theories about the "relationship to knowledge" (les théories du rapport au savoir) as a suitable theoretical approach to investigating this dimension.

Les inégalités scolaires en France : Une enquête sur les pratiques parentales lors du première confinement de COVID-19 ­ Qu'est-ce que l'analyse des pratiques de soutien scolaire pendant le confinement en France nous apprend sur la manière dont se constituent les inégalités scolaires ? La question du suivi parental du travail scolaire a longtemps été absente de la sociologie française de l'éducation. S'appuyant sur le concept de capital culturel de Bourdieu, l'hypothèse traditionnelle peut être résumée ainsi : la socialisation familiale fonctionne de manière « osmotique ¼ et, par conséquent, l'étude des pratiques concrètes, volontaires et explicites des parents pour soutenir le travail scolaire de leurs enfants n'est pas d'une grand utilité. Cette note de recherche prend le contre-pied de ce postulat et démontre, sur la base d'une enquête par questionnaire (n = 31.764) complétée par une série d'entretiens (n = 18) menée en France pendant le confinement du printemps 2020, qu'il existe de fortes différences selon le milieu social. Les premiers résultats de cette enquête suggèrent notamment qu'il n'est pas possible de réduire les explications des inégalités sociales en matière de d'école à la maison à l'existence d'une « fracture numérique. La dimension pédagogique des inégalités sociales dans les résultats scolaires des enfants doit également être prise en compte. L'auteur présente les théories françaises du rapport au savoir comme une approche théorique adéquate pour étudier cette dimension.

Exploring Nurse and Patient Experiences of Developing Rapport During Oncology Ambulatory Care Videoconferencing Visits: Qualitative Descriptive Study.

BACKGROUND: Although videoconferencing between oncology patients and nurses became routine during the pandemic, little is known about the development of clinician-patient rapport in this care environment. Evidence that virtual visits may challenge nurses' ability to form connections with patients, demonstrate empathy, and provide support suggests that videoconferencing may not ensure optimal care for persons with cancer. Establishing rapport during videoconferencing visits (VCVs) is important in oncology nursing, as rapport enables the nurse to provide emotional support and assistance to patients as they navigate their cancer journey. OBJECTIVE: This study investigated the nature of nurse-patient rapport in ambulatory cancer care videoconferencing telehealth visits. Objectives included exploring (1) how patients with cancer and nurses describe experiences of and strategies for cultivating rapport and (2) similarities and differences between rapport in videoconferencing and in-person visits (IPVs). METHODS: In this qualitative descriptive study, interviews were conducted from October 2021 to March 2022 with 22 participants, including patients with cancer (n=10, 45%) and oncology nurses (n=12, 55%), about their experiences of rapport building during VCVs. All interviews were analyzed using conventional content analysis. Data from nurses and patients were analyzed separately using identical procedures, with a comparative analysis of patient and nurse results performed in the final analysis. RESULTS: Most patients in the study had experienced 3-5 video visits within the past 12 months (n=7, 70%). Half of the nurse participants (n=6, 50%) reported having participated in over 100 VCVs, and all had experiences with videoconferencing (ranging from 3 to 960 visits) over the past 12 months. In total, 3 themes and 6 categories were derived from the patient data, and 4 themes and 13 categories were derived from the nurse data. Comparisons of themes derived from participant interviews identified similarities in how nurses and patients described experiences of rapport during VCVs. Three themes fit the collective data: (1) person-centered and relationship-based care is valued and foundational to nurse-patient rapport in oncology ambulatory care regardless of how care is delivered, (2) adapting a bedside manner to facilitate rapport during VCVs is feasible, and (3) nurses and patients can work together to create person-centered options across the care trajectory to ensure quality care outcomes. Barriers to relationship building in VCVs included unexpected interruptions from others, breaks in the internet connection, concerns about privacy, and limitations associated with not being physically present. CONCLUSIONS: Person-centered and relationship-based approaches can be adapted to support nurse-patient rapport in VCVs, including forming a personal connection with the patient and using active listening techniques. Balancing the challenges and limitations with the benefits of videoconferencing is an essential competency requiring additional research and guidelines. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): RR2-10.2196/27940.

Creating Rapport in Online Classes Through a Pedagogy of Care and Authenticity

Online classes are plagued by the digital disconnect, making students dissatisfied with their learning experience due to the feeling of isolation from the class and the instructor. Previous scholars have suggested ways in which this transactional distance can be bridged, specifically through strategies the professor can implement in order to make connections and build rapport. However, the difficulty of online delivery was amplified by the COVID-19 pandemic, where both professors and students were faced with emergent issues and continuing trauma fatigue. In this paper, I explain the approach of care and authenticity I used in my online classroom during the Spring 2021 semester to connect with students and to show that I cared about their well-being. Students appreciated these small, low-cost strategies as we passed the one-year anniversary of our collective move to online learning. © 2022 Taylor & Francis Group, LLC.

« L’effet élastique » : l’évolution du rapport au temps des entrepreneurs pendant la crise de la Covid-19

Cet article a pour objectif de comprendre comment les entrepreneurs de profils variés traversent la crise de la Covid-19 au Québec. En mobilisant une approche processuelle, et à partir de l’analyse qualitative de 30 entrevues, notre étude fait ressortir une séquence en trois phases, reflétant une évolution du rapport au temps des entrepreneurs, que nous avons nommé « l’effet élastique ». Les résultats identifient ensuite les thèmes dominants qui caractérisent chaque phase vécue. Notre étude offre plusieurs contributions importantes. Elle montre que le rapport au temps joue un rôle important lorsque les entrepreneurs passent à travers la crise et souligne ainsi l’importance du facteur humain. De plus, par l’identification des trois phases successives, l’étude mène au constat qu’il y a une synchronicité dans ce rapport au temps suite à l’éclatement de la crise, et ce malgré certaines variations individuelles et contextuelles qui teintent les réalités entrepreneuriales. Au niveau pratique, reconnaître et anticiper l’effet élastique pourrait permettre une meilleure préparation et gestion de futures crises externes majeures. Enfin, les dimensions de contexte identifiées peuvent être intégrées dans des savoirs transmis par les accompagnateurs à l’entrepreneuriat, pour mieux soutenir les entrepreneurs en situation de crise.Alternate :This paper aims to provide a better understanding of how entrepreneurs with diverse profiles and located in Quebec go through the Covid-19 crisis. We suggest a qualitative case study (30 interviews) and adopt a processual lens. As a result of the analysis, a sequence of three phases emerges. This sequence describes the evolution of the entrepreneurs’ time perception which we call the elasticity effect. The findings of this study then identify the dominant themes which characterize each phase which entrepreneurs experience. Hence, this study suggests several contributions. First and foremost, it shows that time perception plays an important role when going through a crisis which also highlights the human factor. Moreover, through the identification of three successive phases, the study leads to the assumption that despite certain individual and contextual variations which tinge the entrepreneurial process, there is a synchronicity of time perception after the outbreak of the crisis. These findings lead to an important practical contribution: the recognition and anticipation of the “elasticity effect” could allow a better preparation and management of future major external crises. Finally, the identified contextual factors can become a part of knowledge which is transferred by entrepreneurial supporters in order to better support entrepreneurs in times of crisis.Alternate :Este artículo tiene como objetivo comprender los eventos y elementos contextuales que caracterizan el proceso emprendedor durante la crisis de Covid-19, tal como lo experimentan los emprendedores en Quebec. Al utilizar un enfoque procesual, nuestro análisis cualitativo de 30 entrevistas revela una secuencia en tres fases. Esta secuencia refleja que los emprendedores tienen una relación particular con el tiempo, que evoluciona, y que la hemos llamado el efecto elástico. Los resultados luego identifican los temas dominantes que caracterizan cada fase vivida por los emprendedores. Nuestro estudio ofrece varias contribuciones. En primer lugar, el estudio muestra que la percepción del tiempo juega un rol importante cuando se atraviesa una crisis, lo que también subraya la importancia del factor humano. Además, a través de la identificación de tres fases sucesivas, el estudio lleva a suponer que a pesar de ciertas variaciones individuales y contextuales que tiñen el proceso emprendedor, existe una sincronicidad de la percepción del tiempo después del estallido de la crisis. A nivel práctico, reconocer y anticipar el «efecto elástico» podría permitir una mejor preparación y gestión de futuras crisis externas importantes. En segundo lugar, la dimensiones contextuales identificadas pueden integrarse en el conocimiento transmitido a través del apoyo empresarial, para orientar mejor a los emprendedores en situaciones de crisis.

Methodological Adaptations and Virtual Ethnography in a Research on Psychosocial Professionals in Justice: The Challenges of Learning by Doing

This article analyzes an experience of methodological adaptation, implemented in a research study carried out in the midst of a health crisis caused by the COVID-19 pandemic. The purpose of our study was to analyze the interactions between psychosocial and legal professionals in justice institutions in two Chilean regions, using a face-to-face and in situ ethnographic methodological design. However, as a result of the change in working conditions brought about by the restrictions on people’s mobility and presence in these environments, we found it necessary to evaluate how to continue the ethnographic work under these limitations. Through constant reflection and analysis of our experiences in implementing this research, we designed a virtual ethnography that addressed both synchronous and asynchronous instances. We conclude that the use of virtual methodologies renders the rapport with the informants fundamental for the dialectic reconstruction of the story, where, as suggested by Tim Ingold, field notes are a key factor to build the atmosphere. We also highlight the importance of making methodological instruments more flexible and of constantly considering ways of adapting them to contexts of restricted on-site and face-to-face access. Finally, this article contributes to discussions on virtual ethnographies insofar as it presents a possibility to discover new ways of conducting ethnography in multisite contexts and in crisis. Many of these, we believe, will remain and will be an integral part of research work. © 2022, Universidad de los Andes, Bogota Colombia. All rights reserved.

Adaptaciones metodológicas y etnografía virtual en una investigación sobre profesionales psicosociales en justicia: desafíos del aprender haciendo

el presente artículo analiza una experiencia de adaptación metodológica implementada en una investigación que se desarrolla en plena crisis sanitaria causada por la pandemia de covid-19. Nuestro estudio, que tiene por objeto analizar las interacciones entre profesionales psicosociales y jurídicos en instituciones del ámbito de justicia en dos regiones de Chile, inició con un diseño metodológico etnográfico presencial e in situ. Sin embargo, a raíz del cambio en las condiciones laborales que provocaron las restricciones a la movilidad de las personas y a la presencialidad en estos entornos, resultó necesario evaluar cómo continuar el trabajo etnográfico bajo estas limitaciones. A través de la reflexión y el análisis constante de nuestras experiencias de implementación de esta investigación, diseñamos una etnografía virtual que abordaba tanto instancias sincrónicas como asincrónicas. Concluimos que, con el uso de metodologías virtuales, el rapport con las/os informantes se vuelve fundamental para la reconstrucción dialéctica del relato, donde las notas de campo son un factor clave para construir la atmósfera, como plantea Tim Ingold. A su vez, se releva la importancia de flexibilizar y someter a constante reflexión los instrumentos metodológicos, con el fin de adecuarnos a contextos de restringido acceso presencial y cara a cara. Finalmente, este artículo aporta a la reflexión sobre etnografías virtuales, en tanto presenta una posibilidad para descubrir nuevas maneras de realizar etnografía en contextos multisituados y en crisis;muchos de los cuales, estimamos, permanecerán y serán parte integral del oficio investigativo.Alternate : This article analyzes an experience of methodological adaptation, implemented in a research study carried out in the midst of a health crisis caused by the COVID-19 pandemic. The purpose of our study was to analyze the interactions between psychosocial and legal professionals in justice institutions in two Chilean regions, using a face-to-face and in situ ethnographic methodological design. However, as a result of the change in working conditions brought about by the restrictions on people’s mobility and presence in these environments, we found it necessary to evaluate how to continue the ethnographic work under these limitations. Through constant reflection and analysis of our experiences in implementing this research, we designed a virtual ethnography that addressed both synchronous and asynchronous instances. We conclude that the use of virtual methodologies renders the rapport with the informants fundamental for the dialectic reconstruction of the story, where, as suggested by Tim Ingold, field notes are a key factor to build the atmosphere. We also highlight the importance of making methodological instruments more flexible and of constantly considering ways of adapting them to contexts of restricted on-site and face-to-face access. Finally, this article contributes to discussions on virtual ethnographies insofar as it presents a possibility to discover new ways of conducting ethnography in multisite contexts and in crisis. Many of these, we believe, will remain and will be an integral part of research work.Alternate : neste artigo, uma experiência de adaptação metodológica é analisada, a qual foi implementada numa pesquisa desenvolvida em plena crise sanitária pela pandemia ocasionada pela covid-19. Nosso estudo, que tem o objetivo de analisar interações entre profissionais psicossociais e jurídicos em instituições do âmbito de justiça em duas regiões do Chile, iniciou com um desenho metodológico etnográfico presencial e in situ. Contudo, devido à mudança nas condições de trabalho que provocaram as restrições de mobilidade das pessoas e da presencialidade nesses ambientes, foi necessário avaliar como continuar o trabalho etnográfico sob essas limitações. Por meio da reflexão e da análise constante de nossas experiências de implementação desta pesquisa, elaboramos uma etnografia virtual que abordou ta to instâncias sincrônicas como assincrônicas. Concluímos que, com o uso de metodologias virtuais, o rapport com as e os informantes se torna fundamental para reconstruir dialeticamente o relato, em que as anotações de campo são um fator-chave para construir a atmosfera, como propõe Tim Ingold. Ao mesmo tempo, é revelada a importância de flexibilizar os instrumentos metodológicos e submetê-los à constante reflexão a fim de nos adaptar a contextos de acesso presencial restringido e cara a cara. Por último, este artigo contribui para refletir sobre etnografias virtuais, já que apresenta uma possibilidade para descobrir maneiras de realizar a etnografia em contextos multissituados e em crise, muitos dos quais, estimamos, permanecerão e farão parte integral do fazer investigativo.

Using podcasts to cultivate learner–teacher rapport in higher education settings

Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, who increasingly facilitate learning within synchronous/ asynchronous online environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes held by students (n = 11) and by practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student was subjected to content analysis. Findings underscored the value of podcasts as digital learning resources to help nurture teacher–student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher–student rapport. [ FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge 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.)

Ce que la crise sanitaire révèle du rapport à l’espace : le cas de la fermeture de la frontière franco-allemande en Alsace

Résumé Introduction La crise sanitaire de 2020 amène les autorités à rétablir des mesures à la frontière franco-allemande. Les médias parlent de « fermeture » de la frontière. Il s’agit d’un évènement rapide et violent sur le plan des pratiques et des mobilités transfrontalières des habitants locaux. Objectif En considérant la fermeture comme une crise socio-spatiale, nous questionnons en premier lieu la structure thématique du discours des médias pendant la période de fermeture, et en deuxième lieu la continuité psychologique du discours de crise en le comparant avec des entretiens pre-crise. Méthode Une analyse thématique du discours est effectuée sur un corpus de 407 articles de presse locale et sur 12 entretiens semi-directifs avec de jeunes habitants locaux. Résultats L’analyse identifie cinq thèmes qui soutiennent la structure discursive médiatique, et qui organisent et permettent le débat. La comparaison internationale et l’utilisation de contenus historico-mémoriels dans le discours permettent aux acteurs de prendre position sur la fermeture. L’analyse des liens avec les entretiens montre que le rapport à la frontière pendant la crise se structure sur des dimensions représentationnelles déjà présentes dans le discours pre-crise des habitants. Conclusion Les résultats montrent les liens de continuité psychologique entre les discours pre et in crise : le discours médiatique révèle des représentations de la frontière préexistantes, qui prennent le rôle de générateurs de prises de position sur sa fermeture. En outre, nous discutons les résultats en nous concentrant sur la place des ressentis identitaires dans le rapport représentationnel à la frontière : ce phénomène est analysé ici sur le plan groupal et positionnel. Introduction The COVID-19 crisis of 2020 has led authorities to re-establish measures at the French-German border. The media refer to a “closure” of the border. This constitutes a rapid and brutal event in terms of the cross-border practices and mobility of local inhabitants. Objective By considering the closure period as a socio-spatial crisis, we question, first, the thematic structure of media discourse during the period of border closure, and second, the psychological continuity of the crisis discourse, by comparing it with pre-crisis interviews. Method A thematic analysis of the discourse is done on a corpus of 407 local press articles, and on 12 semi-structured interviews with young, local inhabitants. Results The analysis identified five themes which support the discursive media structure, and which organize and enable the debate. The international comparison and the use of historical and memorial content in the discourse enable actors to take a position on the border closure. The analysis of the links with the interviews shows that the relationship to the border during the crisis is structured on representational dimensions already present in the pre-crisis discourse of the inhabitants. Conclusion Results show a psychological continuity in pre- and post-crisis discourse: the media discourse reveals preexisting representations of the border, which act as generators of opinions on its closure. Additionally, we discuss the results by focusing on the place of identity-based feelings in the representational relationship to the border: this phenomenon is analysed here on a group and positional level.

Rapport building: An authenticity training model for in-hospital treatment teams

The Researcher in an Applied Clinical Psychology program interacted with a panel of physicians that considered the importance of building a rapport in a workshop designed to understand and develop skills in a diverse field. It includes feedback from physicians as a way to refine the final product;feedback that was instrumental in making it possible to ask and receive additional information in which improved the effectiveness of the final product. Scientific evidence of the importance of rapport-building specifically relating to effective patient care was shown. The methodology and the design of the model formulated and developed to show how effective patient care skills can be learned and used by all clinicians relating different cultures by understanding diversity and the necessity thereof. The theoretical aspects of the clinical field relating to rapport building was discussed and researched with the panel members. This topic was followed by a discussion regarding research results. Lastly, the training model was presented. Theories related to rapport building and information from the panel members received contributed to information all clinicians can use for future skill development. Hence, further showing how vital rapport building is a necessity to relating to patients during and after the COVID-19 pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Making Room for Zoom in Focus Group Methods: Opportunities and Challenges for Novice Researchers (During and Beyond COVID-19)

Als die COVID-19-Pandemie über die Welt hereinbrach, waren viele Menschen gezwungen, sich auf online-basierte Routinen einzustellen, darunter auch qualitative Forscher*innen, die nach alternativen Möglichkeiten zur Erhebung aussagekräftiger Daten suchten. Während Fokusgruppen traditionell Face to Face durchgeführt werden, bieten Fortschritte bei Online-Videokonferenzanwendungen neue Methoden zur Datenerhebung, die jedoch bisher nur selten untersucht wurden. In diesem Artikel berichten wir über die Erfahrungen von 12 Doktorand*innen mit der Durchführung von Fokusgruppen unter Verwendung von Zoom im Rahmen eines Kurses zu qualitativen Interviewmethoden. Wir reflektieren Chancen und Herausforderungen, die wir als Moderator*innen und Teilnehmer*innen bei der Nutzung von Zoom erlebten z.B. bei der Vorbereitung oder in Bezug auf Rapport, die Einbindung anderer digitaler Tools und von Internetverbindungen. Zusammenfassend lässt sich sagen, dass die Durchführung von Online-Fokusgruppen unter Verwendung von Zoom insgesamt eine positive Erfahrung war und mit Face-to-Face-Fokusgruppen vergleichbar ist. Möglichkeiten der Teilnehmer*innenrekrutierung, die Sicherheitsmerkmale von Zoom und die Nutzung von Zoom und allgemeiner neuen Technologien sollten auch jenseits der Pandemie weiter erforscht werden.Alternate :As the COVID-19 pandemic swept through the world, it forced many people to adapt to an online-based routine, including qualitative researchers looking for alternative ways to collect meaningful data. While focus groups are traditionally conducted in-person, advances with online videoconferencing applications present a new method to collect data, however, few studies have explored this. In this article we present 12 doctoral students' experiences with conducting focus groups using the videoconferencing application Zoom during a qualitative methods course on interviewing methods. Through this self-study qualitative analysis, participants reflected on the opportunities and challenges experienced as both moderators and participants using Zoom including: preparation, rapport, incorporating other digital tools, and internet connectivity. In conclusion, doing focus groups online using Zoom was a positive experience overall and comparable to in-person focus groups for collecting qualitative data, despite the introduction of technology. More research on participant recruitment, new technology, Zoom's security features, and Zoom's use outside of a pandemic should be further explored.

TEACHER-STUDENT INTERACTION IN DISTANCE LEARNING IN EMERGENCY SITUATIONS

Aim/Purpose The goal of this study was to examine which of the types of teacher-student interactions found in previous studies by Kang (2009) and Kang and Im (2013) during distance learning in routine situations, were also found in times of emergency, specifically during the COVID-19 pandemic, and whether these interactions differed between students with regard to the extent and nature of each type of interaction. Background Teacher-student interactions during learning in general and particularly in distance learning has an impact on students' satisfaction, motivation, and ability to contend with learning assignments. As learning in times of emergency poses additional, unique challenges, teacher-student interactions may be affected as well. Methodology The participants in the study were 591 undergraduate students from different departments in a teaching college, who answered an opinion survey after completing a semester of distance learning due to the COVID-19 pandemic. Qualitative textual content analysis was performed on students' answers to openended questions about the nature of their interaction with their teachers. The students' answers were divided and analyzed according to the answers they gave on a separate questionnaire on self-regulation in learning. Contribution The findings of this study can offer a theoretical contribution to understanding the different types of teacher-student interactions in distance learning in emergency situations, their frequency, and how they are connected to students' selfregulation. From the practical perspective, the study highlights the importance of this interaction, especially in times of emergency, and offers practical insights for teachers in academia and in general. Findings The study's findings reflect students' critical need for interaction with their teachers in emergency distance learning. The students reported different types of interaction with their teachers during the COVID-19 period. The most common form of interaction was instructional communication (Q&A), which mainly took place via email, though students would have preferred WhatsApp. The least common form of interaction was social intimacy. Students with a high level of self-regulation were more likely to report on interaction with the teacher, and to take more responsibility for whether or not interaction occurred. Recommendations for Practitioners Considering the findings of this study, colleges and universities should invest in training and encouraging teachers to engage in different types of interaction with their students. It is important for teachers to be aware of the need for these types of interaction. Encouraging teacher-student interaction in teachers' training colleges (where this study was carried out) is also important, as it may affect the teaching methods used by the students when they become teachers in the future and, consequently, influence the entire education system. Recommendations for Researchers Research of teacher-student interaction in distance learning should take into account the unique characteristics and challenges posed by this type of learning in times of emergency, as found in this study. Additional technological and pedagogic tools should be developed to improve teacher-student interaction so that it meets the students' expectations during routine and emergency times alike. Impact on Society Studies have found that teacher- student interaction is one of the greatest contributors to students' motivation and satisfaction and to their ability to cope with learning assignments. As distance learning has become widespread and inevitable in times of emergency or crisis, which may occur again in the future, improving interaction during distance learning in an emergency is very important. This may improve the learners' ability to maintain their regular learning routine despite the emergency situation. Future Research It is recommended to expand the research method and examine the data using in-depth interviews and questionnaires. It is also worth comparing the findings of this study with findings of similar studies among students in colleges and universities other than teachers' training colleges, graduate students, and students of different ages.

[Implementation of the dematerialization of the patient file in the context of COVID in the ONCORAD radiotherapy units: Transition to "paperless"]. / Mise en place de la dématérialisation du dossier patient dans un contexte de COVID dans les services de radiothérapie de l'ONCORAD : passage « au sans papier ¼.

Paper patient file sharing has clearly been identified as a risk behavior for the COVID-19 virus transmission in radiotherapy units. In order to overcome this, the ONCORAD radiotherapy units worked on total dematerialization of the paper patient file, within 3 weeks. The methodology is based on a quality approch. This work has led to a convincing improvement in the management of risks a priori and a smoother patient care workflow.

Exploring Nurse and Patient Experiences of Developing Rapport During Oncology Ambulatory Care Videoconferencing Visits: Protocol for a Qualitative Study.

BACKGROUND: Telehealth videoconferencing has largely been embraced by health care providers and patients during the COVID-19 pandemic; however, little is known about specific techniques for building rapport and provider-patient relationships in this care environment. Although research suggests that videoconferencing is feasible and can be effective for some types of care, concerns about the impact of technology on provider-patient relationships exist across health disciplines. Suggestions for adapting some in-person rapport techniques, such as the use of small talk, eye contact, and body language to facilitate trust, personal connection, and communication during videoconferencing encounters, have been discussed in the popular press and clinical commentaries. Notably, evidence regarding the effects of these strategies on rapport and clinical care outcomes is lacking. Understanding how to establish rapport in videoconferencing visits is especially important in oncology nursing, where rapport with patients enables nurses to become a source of emotional support, helping patients adapt and navigate the cancer journey. OBJECTIVE: This study aims to investigate the nature of nurse-patient rapport in ambulatory cancer care videoconferencing visits. The objectives include exploring how patients with cancer and nurses describe experiences of rapport and strategies for cultivating rapport in videoconferencing visits and similarities and differences identified by patients with cancer and nurses between experiences of rapport in videoconferencing and in-person visits. METHODS: Semistructured narrative interviews of patients with cancer and nurses will be conducted to understand the experience of rapport building in videoconferencing visits. Nurses and patients will be interviewed separately to facilitate an understanding of the perspectives of both types of participants. Interviews will be conducted on a secure videoconferencing platform. This qualitative descriptive study will describe participant experiences in a manner that, although not without interpretation, is as close to the data as possible. The research team will meet regularly to discuss, define, and document codes, categories, and themes, and the team will maintain a detailed audit trail of analytical decisions. In addition, member checking will enhance the rigor of the study. Nurse and patient interviews will be analyzed separately using identical procedures and may be explored side by side in the final analysis to provide a comparative analysis. Data management and analysis will be performed using NVivo 12. RESULTS: Data collection will begin during summer 2021, with results from the data analysis anticipated by winter 2021. A research team trained in qualitative methodology will use conventional content analysis to analyze the data using first- and second-level codes derived directly from the transcribed text data. CONCLUSIONS: This study aims to determine what behaviors, communication techniques, and relational practices need to be adapted in videoconferencing telehealth visits, setting the foundation for future development of interventions and evidence-based practice guidelines for relationship building during videoconferencing telehealth visits. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/27940.