ELEMENTS OF SELF-REFLECTION, INTROSPECTIVE COPING ASPECTS, GRATITUDE AND RESILIENCE APPLIED DURING THE COVID-19 PANDEMIC FROM ISLAMIC AND POSITIVE PSYCHOLOGY PERSPECTIVES

The COVID-19 pandemic is impacting humankind in unprecedented and monumental ways and data is needed to plan for next steps following the acute outbreak. In addition to physical health, coping with the pandemic requires mental resilience. Resilience is one aspect that is absolutely required by all Muslims when facing the COVID 19 Pandemic. There are several verses in the al-Quran that discuss the aspect of resilience or the capability of an individual to rise against adversities and overcome it. Surah Al-Baqarah Verse 214 mentions about the challenges faced by humankind and the assistance extended by Allah SWT. The verse states that every human will face challenges that will make them suffer and lament when overcoming it. Nevertheless, humans who believe in the promises made by Allah SWT will rely on Allah SWT and HIS plans when facing any suffering and hardship until assistance from Allah SWT finally arrives. This verse states that each challenge put forward to an individual with come with a solution if the individual exercises patience through prayers and makes an ultimate effort by completely depending on the assistance offered by Allah SWT. [ 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.)

Personal Learning Environments: Modeling Students' Self-Regulation Enhancement through a Learning Management System Platform

A personal learning environment (PLE) is known as a crucial support for educators who lead learners through the process of collection, creation, and organization of personalized learning tools. In this manner, the learner can interpret a variety of new tools in their own interest, which makes the learning process easier. The PLE approach represents a considerable movement away from traditional learning, where learners are considered consumers of information through isolated channels, particularly learning management systems (LMSs), to a model where learners draw significant connections from numerous resources that they choose. Thus, educational settings have implemented LMSs fully into their respective learning contexts. In this sense, LMS is identified as a learning platform that helps learners and educators submit assignments, share ideas, and communicate through web-based systems with numerous benefits. Under these circumstances, self-regulation is addressed as a significant component that explains how learners build and manage PLEs and come up with more choices;they take ownership of their own learning and enhance self-regulated learning (SRL) practices. On this occasion, there is a belief that teachers can utilize LMSs to shift from passive to active learning and to improve self-reflection (SR). Therefore, considering all the above issues, the current study examines integrating a third-generation LMS to enhance learners’SR. This study considered PLEs by utilizing Zimmerman’s SRL model to investigate the integration of the third-generation LMS. SR is applied in this study in the form of a pretest and posttest following the involvement of the PLE course, which was designed and applied during the COVID-19 pandemic. Finally, the experimental findings of the current study formulated a model of SR factors in PLEs through the LMS platform with partial least squares structural equation modeling (SEM) before and after the intervention. Author

Beyond platitudes: A nurse's journey of self-reflection and vulnerability

The efforts taking place in healthcare organizations and communities globally should represent what is best in humanity, perhaps even more so in this unprecedented time of COVID-19. This short personal narrative is the acknowledgement that "best” needs to start with "me” and my story of self-reflection and journey of vulnerability. © The Author(s), 2020.

Benefits and challenges of an online CBT group, utilizing self-practice/self-reflection paradigm for psychology trainees

Self-practice/self-reflection (SP/SR) supports understanding and delivery of cognitive behavioral therapy (CBT) in participants by facilitating reflection on the practice of CBT techniques on personally relevant experiences. To date, little is known about the online potential of SP/SR training, particularly relevant through the course of the COVID-19 pandemic which saw an increase in online teaching and training delivery. The present study examined the perspectives of ten trainee therapists and three clinical educators (facilitators) on the experience, benefits, and challenges of participating in and facilitating an online CBT group integrating SP/SR principles. Reflective thematic analysis of semistructured interviews led to two trainee themes ("experiencing the other chair" and "learning to be a CBT therapist") and two facilitator themes ("learning to facilitate online" and "reflections on unexpected gains"). Facilitators and trainees described the online platform as a suitable delivery format, providing a comparable experience to in-person teaching and an authentic therapeutic experience to facilitate trainees' understanding of delivering CBT generally and in a telehealth context. Some trainees noted challenges being vulnerable online and all facilitators noted being less likely to push trainees to experience and express difficult thoughts and emotions online. Recommendations are provided to enhance learning in similar groups in psychology training. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Impact Statement This is the first study to explore the experience, benefits and challenges of an online cognitive behavioral therapy group using self-practice/self-reflection principles. Findings indicated that the online group facilitated a comparable personal and professional experience to the traditional delivery of in-person groups, with the added benefit of trainees and facilitators learning how to adapt therapy to a telehealth setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Development from a distance: Exploring an international non-profit's interactions with communities during the COVID-19 pandemic.

A case study analysis of an international development non-profit identifies strategies and decision-making processes utilized to engage community members in person and virtually during the first year of the COVID-19 pandemic. The strategies employed led to a continuation of projects in the field, potentially excluding some stakeholder groups from decision-making processes at the community level. Staff members described how power dynamics and geographic distance affected internal decision-making for community involvement, highlighting the importance of adopting a critical self-reflection approach to facilitate communication among an intercultural team for more equitable community engagement.

For to all those who have, will more be given? Evidence from the adoption of the SELFIE tool for the digital capacity of schools in Spain

This paper explores participation trends in interventions that promote self‐evaluation exercises on the effective use of digital technologies in schools. We use a unique dataset consisting of 83,185 respondents from 924 Spanish schools that used SELFIE, a tool based on self‐reflection questionnaires that capture different dimensions of school's digital capacity. We benefit from a natural experiment situation caused by the parallel use of SELFIE by two groups of schools. The first group was externally selected as part of a representative sample of Spanish schools. Conversely, the second group voluntarily decided to use SELFIE as a diagnostic tool for a subsequent self‐evaluation exercise. Moreover, a subset of schools were located in regions where authorities embedded SELFIE in broader digitalisation programmes. By comparing these groups, it is shown that schools that decide to participate in SELFIE voluntarily are those with a lower initial digitalisation level. It is also found that the promotion of the use of SELFIE as part of public interventions can increase participation but mainly attracts digitally advanced schools. In conclusion, policy interventions aiming to develop the digital capacity of schools need to plan how to reach those schools that need it more in order to be more equitable. Practitioner notesWhat is already known about this topicResearch has shown the existence of a Matthew effect in the usage of digital technologies in education.The promotion of schools self‐evaluation exercises on digital education is a common policy intervention that is growing in importance.There is a surprising lack of attention to the inequitable effects that programmes aiming to incorporate technologies in educational institutions may generate.What this paper addsThis paper investigates the self‐selection trends and (un)equity effects of SELFIE, an EU programme designed to prompt schools' self‐evaluations of digital capacity.When schools decide autonomously, schools with low digital capacity levels tend to participate in SELFIE more.Incorporation of SELFIE into broader public programmes enlarges participation in SELFIE.Incorporation of SELFIE into broader public programmes over‐attracts digitally advanced schools.Implications for practice and/or policyPublic policies promoting self‐evaluation exercises on school digital capacity in schools might be a good way for upscaling these exercises.However, these policies should be carefully designed to reduce inequalities and reach these schools that need digitalisation more. [ FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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.)

Features of semantic regulation of teachers in conditions of information uncertainty

Introduction. Meaningful orientations and self-reflection are important indicators of the regulation of personal meanings. A person living in a modern, rapidly changing society does not fully manage his life due to the action of various uncertainties. The COVID-19 pandemic that began in early 2020 swept the world and is considered a global uncertainty factor. The increased uncertainty of life with the onset of the pandemic seems to be an additional stress factor. The novelty of the study lies in obtaining empirical data on the gender characteristics of the semantic regulation of teachers in the context of the coronavirus pandemic. The purpose of the article is to present the results of an empirical study of differences in life-meaning orientations and self-reflection among teachers before and during the pandemic,Methods . The study was conducted among female teachers of secondary schools in the Rostov region in March 2017 (n = 53) and in October 2020 (n = 43), i.e. before and during the pandemic, which can be considered a different effect of uncertainty in life . The battery of psychodiagnostic tests included the “Meaningful Orientations” test according to D. A. Leontiev and the self-reflection questionnaire according to I. A. Stetsenko. Results . An increase during the pandemic was found for all averages of both tests compared to the pre-pandemic values. Differences in all parameters have a statistically significant significance, identified on the basis of the Mann-Whitney test. The discussion of the results. In the conducted empirical study, it was found that the pandemic for the surveyed acmeologically homogeneous category of female teachers can be considered as a surmountable stress factor. As a result of the impact of such information uncertainty, a constructive restructuring of the processes of semantic regulation and psychological adaptation took place, which led to an increase in the level of meaningfulness of life orientations and self-reflection among the respondents. © 2022, Russsian Psychological Society. All rights reserved.

“Risk Management Can Actually Be Fun” - Using the Serious Cards for Biosafety Game to Stimulate Proper Discussions About Biosafety

As part of a Dutch Science Foundation project called T-TRIPP, the authors developed the serious game Cards for Biosafety. The aim of Cards for Biosafety is to let young biotechnology researchers learn more about biosafety. Analyses of workshops with researchers from the biotechnology domain as well as results of interviews with several biosafety officers clearly indicated the need for such a serious game with a focus on educational learning. Cards for Biosafety is a physical (also playable online on Tabletopia) round-based card game and playable with up to eight players. The game itself consists of scenario, risk and measure cards, and the task of the players is to choose risk and measure cards that fit the scenario explained by the facilitator at the beginning of each round. To test the efficiency of Cards for Biosafety as a learning tool, the authors conducted two online-workshops with twelve participants. The results of these sessions have not only shown that Cards for Biosafety is a well-designed game, but also a successful game to achieve the intended learning goal. In addition, the authors recognized that ‘fun’ is an important element in the game which leads to ‘learning’ in a very effective way. Future research should focus on the role of such positive states in serious games and their influence on learning outcomes. © 2022, Springer Nature Switzerland AG.

Rembrandt's Portraits and the Contemporary Spiritual Care Encounter

Rembrandt van Rijn (1606-1669), the Dutch painter, printmaker and portraitist, is frequently listed as being among the greatest of all visual artists. His portraits, in addition to their undeniable technical virtuosity, seem to be illuminated by an extraordinary light that evokes a spiritual dimension. This article explores what can be extrapolated from Rembrandt's empathetic portraiture with a view to positively impacting the spiritual care encounter. It describes Rembrandt's ongoing process of introspection and his concomitant ability to bear witness to his sitters, as evidenced by his compassionate portrayals of their vulnerable humanity. A contemporary insight into the empathetic reading of faces, as reflected in portraiture, is demonstrated through a comparative analysis of several portraits from the 2020 “Portraits for NHS Heroes” project during the COVID-19 epidemic. © 2022. Equinox Publishing Ltd,. All Rights Reserved.

Students Tele-All: Self-Efficacy and Self-Reflection as Measures of Student Success in Telepractice Training

With an increasing demand for telepractice services, the need for telepractice education is more important than ever. In addition to learning how to deliver these services, certain clinical and technological skills learned through telepractice apply more broadly to in-person care. Evaluating students’ abilities to master these skills is necessary to ensure clinical skill competence. We utilized self-efficacy ratings and self-reflections to determine student growth after hands-on telepractice training among nursing, occupational therapy, physical therapy, and speech-language pathology students. Students across disciplines demonstrated growth in all measured skill areas and reported overall increased confidence. Students with less prior telepractice experience reported greater increased confidence in seven measured competency areas than students with more prior telepractice experience. The number of completed sessions at the end of student placements was correlated with increased confidence for one measured skill area. Regardless of whether or not students had prior experience when starting their placement, as the number of telepractice sessions completed increased, thus did students’ confidence levels. The results of this study support telepractice as a viable clinical education tool for student growth and the use of self-efficacy and self-reflection as valuable tools for monitoring the effectiveness of telepractice clinical learning activities.

Successful Project Completion During the COVID-19 Pandemic - A Lesson Learnt

COVID-19 pandemic has taught us how to continue with the day-to-day activities interacting and working from remote locations. In this paper, we have highlighted the positive approach necessary to complete a project with success under this constraint by interacting regularly with the relevant stakeholders keeping focus on the final project deliverables. The salient points with supporting references are chalked out which might be helpful for others to follow if faced with stressful situations that COVID-19 pandemic taught us. © 2022, Springer Nature Switzerland AG.

THE EFFECTS OF PSYCHOLOGICAL READINESS FOR CHANGE AND WORK EXPERIENCE ON TEACHING ONLINE DURING THE COVID-19 PANDEMIC PERIOD

Purpose. The purpose of the current paper is to explore the role of psychological readiness for change and its components as well as work experience to new educational challenges on teaching online during the pandemic period. Design/methodology/approach. The study used a total of 151 participants. We used Personal Change-Readiness Survey (PCRS), Work Motivation Inventory (WMI) by Zamfir (modified by Rean) and Motivation for Teaching Profession Questionnaire (MTPQ) by Ilyin, Karpov reflexivity questionnaire, Reflexivity Type Assessment (RTA) by Leontyev, Lapteva, Osin, and Salikhova. Findings. Teachers with work experience have reliably (p’s ≤0.05) higher scores of passion and resourcefulness scales than students with no working experience. However, students with no work experience are more likely to be adaptable than teachers with work experience because there were found significant differences (p = 0.002) on adaptability scale. Teachers also have reliably (p’s ≤0.05) higher internal motivation (IM) and the external negative motivation (ENM) than future teachers. Future teachers have reliably (p = 0.001) higher scores of quasi-reflexivity then teachers. There no significant differences between teachers and future teachers in digital competence were found. Originality/value. The comprehensive study is a step towards a better understanding of the depth of knowledge needed to solve problems related to the ability of the teacher to adapt to the educational environment in conditions of quarantine restrictions. © 2022, RJ4All Publications. All rights reserved.

The Value of eCoaching in the COVID-19 Pandemic to Promote Adherence to Self-isolation and Quarantine

A Digital electronic Coach (eCoach) app was built and evaluated during the Covid-19 pandemic in The Netherlands. Its aim was to provide support for individuals that had to either quarantine or self-isolate after a positive corona test or an indication of a heightened risk of infection. The coach (“IsolationCoach”), its value and uses were evaluated in 29 semi-structured interviews with individuals who had quarantined or isolated themselves or were part of the general Dutch public. Three main findings emerge. First, participants found value in a digital coach that would help them comply with quarantine or isolation instructions and provided information on the practical challenges of organizing their quarantine or isolation. Second, the usage of the app, which gradually and conditionally provides relevant information as opposed to conventional paper pamphlets/email, was greatly appreciated. Third, participants experienced a need for mental support during their period of isolation or quarantine, and this could at least partially be filled by the eCoach, which provided emotional support through a Socratic method styled form of self-reflection. It was beneficial that the app was implemented rapidly within weeks using a ready-to-use platform and that its content was assessed by experts from various health-related disciplines prior to rollout. Yet, for large-scale implementation, an integrated vision and digital strategy is needed to align forms of support by the health authorities. © 2022, Springer Nature Switzerland AG.

Pilot Recommender System Enabling Students to Indirectly Help Each Other and Foster Belonging Through Reflections

Without a sense of belonging, students may become disheartened and give up when faced with new challenges. Moreover, with the sudden growth of remote learning due to COVID-19, it may be even more difficult for students to feel connected to the course and peers in isolation. Therefore, we propose a recommendation system to build connections between students while recommending solutions to challenges. This pilot system utilizes students' reflections from previous semesters, asking about learning challenges and potential solutions. It then generates sentence embeddings and calculates cosine similarities between the challenges of current and prior students. The possible solutions given by previous students are then recommended to present students with similar challenges. Self-reflection encourages students to think deeply about their learning experiences and benefit both learners and instructors. This system has the potential to allow reflections also to help future learners. By demonstrating that previous students encountered and overcame similar challenges, we could help improve students' sense of belonging. We then perform user studies to evaluate this system's potential and find that participants rated 70% of the recommended solutions as useful. Our findings suggest an increase in students' sense of membership and acceptance, and a decrease in the desire to withdraw. © 2022 ACM.

Work in Progress: Engaging First-year Students in Programming 1 during COVID-19

During the Fall 2020 semester, it became even more important than before to engage students in the “classroom” whether that be in-person, online, or a hybrid model. This paper will introduce various entrepreneurial mindset (EM) techniques to engage students that could be adapted to any engineering course. All the techniques have suggestions for adapting to a fully online course as well as working for an in-person or hybrid class. The first activity presented will be name signs with badges that will promote (1) setting, evaluating, and achieving goals, (2) self-reflection, (3) considering a problem from multiple viewpoints, and (4) seeing the values of others. Example badges include: Being Brave, Stump the Professor, Discussion Board Guru, Peer Tutor Extraordinary, and Nominator. The second activity presented will be Tik-Tok-ing the student's way into learning concepts. This activity focuses on students' creating course content via videos that will promote (1) being able to teach and learn from peers, (2) modifying a product based on feedback, and (3) connecting life experiences with class content. The third activity is using Play-Doh to make connections with material. In this activity students use the Play-Doh as a medium to present technical information effectively to a wide audience and make connections with life experiences and class content. Each activity will be explained with examples from introduction to programming along with methods to adapt to other engineering courses. © American Society for Engineering Education, 2021

Experiential Learning Program to Strengthen Self-Reflection and Critical Thinking in Freshmen Nursing Students during COVID-19: A Quasi-Experimental Study.

This article focuses on the unique needs and concerns of nursing educators and nursing students in the face of the COVID-19 pandemic. During social distancing, interacting with other human beings has been restricted. This would undermine the experiential learning of nursing students. Hence, it is important to develop and evaluate an experiential learning program (ELP) for nursing education. A pre-test and post-test design were used. The study was conducted in a university in Central Taiwan. A total of 103 nursing students participated in the study from February to June 2019. The study intervention was the experiential learning program (ELP), including bodily experiences and nursing activities with babies, pregnant women, and the elderly. After the intervention, the students completed the self-reflection and insight scale (SRIS) and Taiwan Critical Thinking Disposition Inventory (TCTDI) as outcome measures. An independent t-test showed that there was a significant difference between pre-test and post-test in both SRIS and TCTDI (p < 0.01). The Pearson product-moment correlation analysis showed that SRIS and TCTDI were significantly positively correlated (p < 0.01). ELP has a significant impact on the self-reflection and critical thinking of first-year nursing students, which can be used as a reference for the education of nursing students. During these turbulent times, it is especially vital for faculties to provide experiential learning instead of the traditional teaching concept.