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Objectives: Extracorporeal membrane oxygenation (ECMO) is a complex life support modality. To appropriately educate ECMO clinicians, a comprehensive program is required. However, there is no universal ECMO education (EE) program exclusively for intensive care unit Registered Nurses (RNs). Moreover, with the recent Coronavirus Disease 2019 (COVID-19) pandemic, the existing nursing shortage and the ability of ECMO programs to maintain an established EE program worsened. This continuous quality improvement (CQI) aims to reestablish the quality of an EE program at a large academic medical center at one of the past pandemic epicenters. Method(s): A CQI process with the Plan-Do-Study-Act (PDSA) cycle and Ishikawa diagram for root cause analysis (RCA), intervention implementation from July 2022 to June 2023 Results: The RCA revealed intrahospital pandemicrelated restrictions for employee gathering, EE instructor unavailability, increased nursing turnover, increased nursing shortage, and incomplete recordkeeping of ECMO educational activity (EEA) RN attendance as dominant factors disrupting the established EE processes. Six interventions were implemented, with one added in later: 1. Schedule 1 Certification Lecture Day/Quarter (Q), 1 Re-Certification Lecture/Q, and 1 Circuit Skills Class/ month, and 1 Simulation Lab/month 2. Reserve an education room for all EE activities, as COVID-19 policies allow 3. Increase the number of EE instructors 4. Increase Nursing Leadership-ECMO Manager collaboration for optimal RN signup 5. Optimize EEA schedule to help balance RN staffing needs 6. Develop a Master ECMO Folder in Google Drive and maintain updated attendance Five interventions showed positive preliminary results, whereas it was too soon for any conclusion for one (Table 1). Conclusion(s): While preliminary, the achieved results justify that restoring the quality of an ECMO education program after the negative impact of the recent pandemic is possible. However, final results are necessary to infer the effectiveness of each intervention. (Figure Presented).
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Experimental research with animals can help the prevention, cure, and alleviation of human ailments. Animal research facilities are critical for scientific advancement, but they can also pose a higher risk than other biomedical laboratories. Zoonosis, allergic reactions, bites, cuts, and scratches by animals are all substantial concerns that can occur in animal facilities. Furthermore, human error and unexpected animal behavior pose a risk not just to humans, but also to the environment and the animals themselves. The majority of biosafety and biosecurity training programs focus on clinical and biomedical laboratories dealing with human safety factors, with little emphasis on animal biosafety. The current virtual training was designed to improve biosafety and biosecurity capabilities of animal laboratory personnel, researchers, and veterinarians from different regions of Pakistan. The results revealed that understanding was improved regarding triggers for risk assessment in addition to annual and regular reviews (56% to 69%), biosecurity (21% to 50%), decontamination (17% to 35%), safe handling of sharps (21% to 35%), Dual Use Research of Concern (DURC) (17% to 40%), Personal Protective Equipment (PPE) usage by waste handlers (60.9% to 75%), waste management (56% to 85%), animal biosafety levels (40.57% to 45%), and good microbiological practices and procedures (17% to 35%). To bring human and animal laboratories up to the same level in terms of biosafety and biosecurity, it is critical to focus on areas that have been overlooked in the past. Training programs focusing on animal biosafety should be conducted more frequently to strengthen bio risk management systems in animal research facilities.Copyright © 2021
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Aim: A structured education group for adults newly diagnosed with type 2 diabetes has been offered in a face-to- face (F2F) format in the health board since 2009. The suspension of in-person groups due to Covid-19 catalysed redevelopment of the group in a virtual, interactive format. Method(s): The aims and objectives of the virtual group were extended from the original F2F format, and the teaching resources were diversified to include film, animations and a workbook. Patients newly diagnosed with type 2 diabetes, were contacted using a standardised engagement protocol and offered the opportunity to join the virtual group. A series of pilot groups were delivered. The Plan-Do- Study- Act (PDSA) model was used. Each pilot group was studied using mixed method data collection and critiqued by patients, the educator and the team, to improve the delivery methods and patient experience. Result(s): Over six months, eight groups were conducted. Forty-six patients were invited and 30 attended. Engagement was higher in the virtual option compared to usual care prior to the pandemic (65% compared to 55%). Results from feedback forms showed that the majority of respondents either agreed (13%) or strongly agreed (80%) that the group had improved their understanding of type 2 diabetes. The group was given a Net Promoter Score (NPS) of 100. Conclusion(s): The digital option provides a feasible model to deliver an alternative interactive, structured group education programme at diagnosis of type 2 diabetes. The next step involves developing an engagement programme with primary care and application for QISMET accreditation.
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Radiographers function in a niche environment, blending advanced technical skills with patient-focussed care in a multi-disciplinary environment. The past decade has brought significant change to the profession with further change projected into the future. Education programs are dynamic, responsive to emerging technologies and improve from each iteration. The education experience of current students is significantly different to that of experienced radiographers. This presentation provides a snapshot of contemporary education approaches in a medical imaging undergraduate program, preparing radiographers for the future. A significant component of skill development in medical imaging degrees is achieved through clinical placement across a range of settings. Education providers work with clinical departments to maximise learning opportunities, scaffolding structured progression of learning. Lack of availability of suitable resources or placement opportunities, and the priority that must be given to patient service delivery can be challenging for clinical experiences. COVID-19 pandemic restrictions have exacerbated issues, particularly for already time poor clinical environments. The education program showcased draws on contemporary best imaging practice, curriculum design and learning and teaching approaches. For example, the teaching team have applied simulation as a purposeful technique to add safe and procedural steps as part of a cohesive whole-of-curriculum student learning. Simulation prior to clinical placement is widely recognised as an effective response to the challenges of assuring safe and skilled practice.1 In turn, students can reflect on this experiential learning providing robust feedback and discussion using Kolb's reflective practice - exploring the impact of their learning on their future practice.2.
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Background: Non-communicable diseases (NCDs) are rising in low middle income countries (LMICs) mainly driven by cardiometabolic disease (cardiovascular disease, diabetes, and hypertension). Aim(s): To develop a model of care, based on the chronic care model and collaborative care model, to improve care, outcomes and risk factor control for adults with cardio metabolic disease in LMICs in the Covid-19 era. This will contribute to the sustainable development goals of promoting good health, well-being and reducing inequalities. Method(s): Using an iterative consultative approach with healthcare workers, clients, and community leaders in Kenya, Ghana and Mozambique, we developed a model of care, which includes core features from chronic care models: self-management support;decision support;clinical information systems;delivery system design;and community linkages. Result(s): We produced a culturally adapted self-management education programme, a training package for educators delivering the programme, as well as a training package for community and healthcare professional leaders to increase awareness and self-care for cardiometabolic disease. Given the lack of a robust health information system, we are offering a global registry to provide real world data on patient management and quality of care for people with type 2 diabetes, hypertension, heart failure and chronic kidney disease. Conclusion(s): This intervention will be tested in a mixed-methods single-arm feasibility study in five sites across three African countries: Kenya, Ghana, Mozambique.
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The preparation of urban educators continues to gain widespread attention and a sense of urgency (Acosta, 2018). As urban communities become increasingly diverse, the demographic composition of students and teachers continues to be culturally incongruent (Easton-Brooks, 2019;Rogers-Ard, 2012). Green (2015) projected that 55% of students would be students of color by 2020;however, close to 82% of teachers are White females, while only 12% are Black (Osei-Twumasi and Pinetta, 2019). With a student demographic landscape that is outpacing the diversity of teachers, it is imperative that urban pre-service teachers are trained to develop equity and critical pedagogies (Esposito et al., 2012;Ladson-Billings, 1994). Moreover, teacher education programs often lack diversity and similar critical dispositions, neglecting to critically interrogate race, power, and privilege in their policies, programs, curriculum, and teacher educators (Allen et al., Teachers College Record, 119(1), 1-26, 2017). These challenges have been exacerbated in the context of the two pandemics: COVID-19 and the clarion call for racial justice. Drawing inspiration from Isabel Wilkerson's award-winning book Caste: The Origins of Our Discontents, this chapter interrogates the implications of caste for education and teacher education more specifically. Wilkerson (Caste: The origins of our discontents. Random House, 2020) contends: "A world without caste would set everyone free” (p. 388). What would teacher education without caste "out-caste” do or be for everyone, for the collective? The chapter implements a critical race theory analysis of current teacher education models, examines how they may promote and solidify caste in urban teacher education, and contours an anti-racist framework with implications for teacher education programs. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.
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Due to the COVID-19 pandemic, many schools in the U.S. pivoted to provide services to students using technology to mitigate the need for face-to-face interactions. In addition to providing instruction using distance technology, it was necessary for schools to conduct much of their other business in a way that limited face-to-face interactions, including Individualized Education Program (IEP) meetings for students who receive special education services. This study sought to better understand the extent to which school personnel believe they will continue to use a video conference format for IEP meetings, even without the existence of school policy restricting face-to-face events. Additionally, barriers and facilitators related to video conference IEP meetings were explored. A survey was completed by school professionals (n = 292) that included responses to Likert-scale items related to video conference IEP meetings as well as open-ended qualitative items to better understand respondent perceptions. Results suggest school personnel generally believe that video conference IEP meetings can be beneficial and should be offered as an option to IEP teams. In addition, qualitative data related to barriers and facilitators have been provided. Implications for school personnel and future research have also been described.
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Introduction: Less than 10% of U.S. adults meet the guidelines for whole grains, fruits, and vegetables each day. The Healthy for Life community-based program aims to change confidence and health behaviors, by equipping individuals with new skills for healthy living. As a result of the COVID-19 pandemic in 2020 and 2021, the program pivoted from in-person to a virtual implementation model. This required more advanced planning due to additional logistics to ensure a skills-based learning environment. Objective(s): To examine the effectiveness of the Healthy for Life program over time, specifically: o Changes in participant confidence in the preparation of healthy foods at home o Changes in participant consumption of fruits, vegetables, and whole grains o Changes in participant frequency of healthy shopping habitsMethods: A community engagement program was implemented and evaluated in 17 community centers in 2020-2021 to measure changes in participant confidence to prepare healthy meals at home, consumption of fruits, vegetables and whole grains, and frequency of healthy shopping habits. Community center facilitators administered the same pre/post survey to participants at the first educational experience, and then again at the final experience. Facilitators entered the participant data into an online survey portal. Analysis was conducted with 235 participants who completed both pre and post surveys. Two-way repeated ordinal regression was used to assess changes in key metrics over time. Result(s): Participants were predominately female (90.6%), about two-thirds (65.2%) were between 25-55 years old, and most identified as non-Hispanic White/Caucasian (42.6%) or Black/African American (35.7%). Close to half (45.9%) of participants had a college degree or higher, over a quarter (28.1%) received benefits from SNAP and/or WIC, and more than two-thirds (63.8%) indicated they are the only person in their household preparing meals. Almost half (49.3%) of respondents attended the suggested minimum of 4 educational experiences. On average, respondents statistically significantly increased their daily fruit & vegetable consumption by 1.21 serving(s). In addition, over one-third (34%) of respondents increased their level of confidence to prepare healthy meals at home and (37%) respondents increased their level of confidence to substitute healthier cooking and food preparation methods. Close to half (47.2%) respondents reported increased frequency of reading food labels and checking the nutritional values when purchasing food. Conclusion(s): Despite the shift to virtual implementation, the Healthy for Life community education program, was still effective in improving participant confidence and dietary behaviors over time. However, additional research studies are required to further assess whether virtual implementation of this type of intervention will continue to be effective.
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Background: Data is sparse regarding the utility of social media in engaging southern, rural communities in health awareness education and research. Community Advisory Board (CAB) members of the Mississippi (MS) Core of the Risk Underling Rural Areas Longitudinal (RURAL) Study suggested the use of a Facebook social media platform to promote the RURAL Study while providing live health education presentations that they could review and refer to others. Objective(s): Identify social media strategies using existing Facebook metrics to engage the populations of two rural counties in research on Heart, Lung, Blood and Sleep disorders. Method(s): The Principal Investigator of RURAL Study's MS Core collaborated with the University's Social Media Coordinator to implement a Facebook page for the Study. The team implemented six health awareness education programs focused on monthly health observances that best fit with HLBS disorders and COVID-19 concerns noted by the CABs. Facebook metrics including Reach (Organic and Paid Ads), Views, Likes, Comments and Shares were collected continuously. Finding(s): There were six Health Awareness events between February and June 2021 (Table 1). Paid Ads resulted in a greater reach among those in targeted rural communities. The number of views positively correlated with the number reached. The highest number of views were for short talks on Men's Health (June events) compared to hour-long panel discussions (Feb, May and Aug events). The numbers of Likes, Comments and Shares were similar among the different approaches. Clicks were greater among Paid Ads compared to Organic Ads. Between February and August the number of followers increased from 39 to 300 with the largest increase in July after the Men Health talks. Conclusion(s): Using social media may be an effective tool for reaching communities with health awareness and health education. Our findings support that Paid Ads (Boosts) focusing on targeted audiences are more effective than Organic Ads. Short talks are more effective than hour long programs.
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Bangladesh is a lower-middle-income country with a high burden of mental health conditions and inadequate health systems. Prior research in similar settings has found that training physicians in mental health literacy can contribute to reducing the mental health treatment gap and strengthening the mental health care pathway. This study explores the need for mental health training for physicians by gathering stakeholders' perspectives and proposes recommendations for designing a mental training program in the context of Bangladesh. Key informant interviews were conducted among psychiatrists (n = 9), and mental health entrepreneurs (n = 7);one focus group discussion was conducted with psychologists (n = 8);and one-on-one interviews were held with physician (n = 17). Due to the COVID-19 restrictions, all interviews were conducted online, recorded and transcribed. Transcriptions were analyzed thematically, utilizing both an inductive and deductive approach. The data analysis from forty-one stakeholders generated three major themes and eight subthemes. Stakeholders perceived that the inadequate mental health system and low mental health awareness among physicians significantly contribute to the mental health treatment gaps. Stakeholders emphasized the need to include mental health training for physicians to increase skills related to identification and management of mental health conditions. Stakeholders suggested some basic components for the training content, feasible modalities to deliver the training, and implementation challenges. Recommendations included utilizing online training, ensuring interesting and practical content, and incorporating certification systems. At a systems level, stakeholders recommended including a mental health curriculum in undergraduate medical education, capacity building of other healthcare workers and increasing awareness at the policy level. There is clear agreement among stakeholders that implementing mental health training for physicians will promote universal health coverage and reduce the mental health treatment gap in Bangladesh. These findings can support creation of policies to strengthen the care pathway in countries with limited resources.Copyright © 2022 The Authors
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BACKGROUND: Elder abuse is an important public health concern that requires urgent attention. One main barrier to active responses to elder abuse in clinical settings is a low level of relevant knowledge among nurses. This study aims to develop an educational program to promote an intent to report elder abuse among nursing students and assess its effectiveness, with a focus on the rights of older adults. METHODS: A mixed method design was used with the Analyze, Design, Develop, Implement, and Evaluate model. Twenty-five nursing students from Chungbuk Province participated in the study. Attitude toward older adults and knowledge of, awareness of, attitude towards, and intent to report elder abuse were assessed quantitatively and analyzed using paired t-test. The feasibility of the program and feedback were collected qualitatively through group interviews and analyzed using content analysis. RESULTS: After the education program, attitude toward older adults (Cohen's d = 1.08), knowledge of (Cohen's d = 2.15), awareness of (Cohen's d = 1.56), attitude towards (Cohen's d = 1.85), and intent to report elder abuse (Cohen's d = 2.78) increased, confirming the positive effects of this program. Overall, all participants were satisfied with the contents and method of the program. CONCLUSIONS: The method of program delivery should be improved and tailored strategies to boost program engagement among nursing students should be explored to implement and disseminate the program.
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Elder Abuse , Students, Nursing , Humans , Aged , Pilot Projects , Elder Abuse/prevention & control , Attitude of Health Personnel , Health Knowledge, Attitudes, PracticeABSTRACT
OBJECTIVES: To study the impact of a financial education program on financial well-being among college students. PARTICIPANTS: 162 students at a university. METHODS: We designed a digital educational intervention to improve money management practices and financial well-being among college students, where we delivered weekly nudges for three months via mobile phone and email to review and complete activities from the online platform CashCourse. We evaluated our intervention using a randomized controlled trial (RCT), and the outcome variables of interest were the financial self-efficacy scale (FSES) and financial health score (FHS). RESULTS: Using a difference-in-difference regression analysis we found that students in the treatment group were significantly more likely to pay their bills on time after the intervention compared to the control group. Students who had higher than median financial self-efficacy level reported lower stress levels related to COVID-19. CONCLUSIONS: Digital education programs for college students to improve financial knowledge and behavior could be one strategy, among others, to improve financial self-efficacy particularly among females and help mitigate the adverse impact from unexpected financial hardships.
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Exposure to OMFS at undergraduate level is rare. Students seeking such exposure often struggle to access important information that would help them decide about a future career in OMFS. The COVID-19 pandemic has made access to such information, for example career workshops and specialty conferences, more difficult. This paper discusses our experiences of setting up an online webinar series aimed at providing practical advice for undergraduates and early trainees interested in the field of OMFS. Clinicians were approached via email and/or social media to deliver a structured programme of key advice and guidance about OMFS. Individual undergraduate and surgical societies were emailed in order to advertise the series which included talks such as 'Week in the Life', 'Subspecialties' and 'Portfolio Building'. An interactive poster containing a Quick Response code was circulated to allow a streamlined registration process. The seminars were held via Zoom videoconferencing software and feedback collated via Typeform using a Likert-scale questionnaire. On average, the webinars were 60 minutes long and each attracted 53 attendees. The series attracted 183 unique participants. The majority of attendees were dental students and 85% were based in the UK. Overall, 94% felt their knowledge of the specialty had improved and 86% were more likely to consider pursuing OMFS as a career as result of the series. This paper shows that videoconferencing is a useful modality to engage with junior trainees and has a wide reach. These benefits must be harnessed going forward to improve access and exposure to OMFS in early trainees.Copyright © 2022 The Authors
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Breast cancer is now the most common cancer. Thirty years of increased awareness, early diagnosis, and treatment access contributed to a 40% decline in breast cancer deaths. Yet, in 2021, more than 281,550 new cases of invasive and 49,290 new cases of non-invasive breast cancer will be diagnosed in U.S. women. Black women are 40% more likely to die of breast cancer - the highest breast cancer death rate across racial and ethnic groups. Today, the Black-white breast cancer mortality gap persists, and Black metastatic breast cancer (MBC) patients have a poorer prognosis. The pandemic exacerbated breast cancer disparities. In 2020, delays and avoidance contributed to an 85% breast cancer screening drop while MBC patients' risk of severe illness and death from COVID-19 elevated. Therapy interruptions and abandonment increased, and conversely, clinical trial enrollment decreased. COVID-19 has accelerated the digital platform shift to telemedicine, online psychosocial support programs, virtual patient navigation, and digital engagement across the oncology care continuum. DC Pink Divas Intervening Virtually to Advance Saving Lives (DIVAS) is an award-winning evidence-based training, outreach, and patient navigation program developed to address the educational needs of Black early-stage, MBC breast cancer patients, survivors, and caretakers and provide strategies to educate, empower and impact women by increasing breast health knowledge, decreasing gaps in screenings and access, increasing awareness of MBC to ensure that where a woman lives, will not determine if she lives through a 1-year commitment of attendance in 8 cohort-based education modules where Black breast cancer mortality is highest. The DIVAS Health Behavioral Change Model adapts the Precaution Adoption Process Model, Health Behavior Model, and Social-Ecological Model. DIVAS implements innovative virtual outreach programs, training, and intervention strategies to empower Advocates to educate peers, providers, and policymakers. 3 Cohorts of Black women impacted by breast cancer trained as Lay Breast Health Advocates from 2011, 2020, and 2021 (N = 57;77.5 % 45 years or younger;36.7% early-stage 0-II, 50% late stage III-IV, 10.3% caretakers) self-reported their lifestyle behaviors, breast cancer diagnosis, breast health education, social media use, and interest in a digital-based lifestyle intervention. Participants completed pre-and post-surveys, interviews, and journaling over 10.5+ hours of education modules to understand their breast health, provider-related challenges, and community-related resources. Findings provide evidence that cohort-tailored education is a successful method of supporting Black women in a behavioral-health intervention. The provision of printed culturally attuned information along with the digital-based instruction from a Black woman health care provider or public health expert is effective in helping Black breast cancer survivors transition into patient empowerment, improve QOL and contribute to better patient outcomes. After the intervention and completion of breast health modules, participants reported increased: self-efficacy in communicating with providers (70%) and self-efficacy in making treatment decisions (70%) self-confidence (85%), and a decrease in lifestyle risk factors (87%). Patient-centric behavioral health interventions in breast cancer education must be advanced digitally to address the pandemic's compounded crisis. DC Pink Divas provides insights to combat rising disparities by educating, empowering, and mobilizing Black lay breast health advocates to improve outcomes. Collaborative digital interventions across the care continuum to improve awareness, access, adherence, infrastructure, culturally attuned training, and support are evidencebased methods for navigating the cancer care transformation accelerated by COVID-19 to advance breast health equity. (Table Presented).
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The majority of children receiving special education services in the United States are participating in the general education curriculum. Special education programming is closely regulated, creating environments where school districts must consider compliance issues, often neglecting the instructional needs of individual students. The Exceptional Children team in a large urban district in a Southeastern state created a "playbook" to support teachers and families in navigating and succeeding in a distance learning environment (District, 2020). This playbook will be useful for educators and families to ensure each and every child receives the assistance they need to be successful learners throughout their schooling. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Introduction: Newcastle Hospitals NHS Trust established a regional specialist ILD pulmonary rehabilitation program (PRP) in 2017. COVID-19 required an adaptation of the education element for the service to remain viable, due to social distancing requirements and staffing. Aim(s): To produce and qualitatively evaluate multi-disciplinary educational videos for ILD patients attending PRP. Method(s): The existing education programme was modified with input from a focus group of ILD patients. Six ILD educational videos were recorded using video conferencing platforms. These covered ILD disease and management, management of breathlessness, nutrition in ILD, inspiratory muscle training, palliative care, and the benefits and maintenance of exercise. Palliative care and ILD consultants, ILD specialist nurses, respiratory specialist physiotherapist, and a dietitian provided content. Videos were used by patients in hospital PRP and at home. Qualitative patient feedback was collected. Result(s): 18 patients were able to access the videos. Feedback was positive: "useful", "informative", "I regret looking at the internet" and "I would rather receive knowledge from clinicians I know". Patient feedback led to modification of the initial video. Conclusion(s): Recorded educational videos were successfully incorporated into an existing PRP, allowing continuity of quality during pandemic. This allowed patients and carers access to quality information at their own pace. Positive patient feedback was received, and clinician workload was reduced. Videos will continue to be incorporated in a regional blended PRP model.
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Oral and maxillofacial surgery deals with the diagnosis and treatment of dentofacial problems and usually requires a four year specialized training after a bachelor's degree in dental surgery. The COVID 19 pandemic in early 2020 led to disruptions in the training programs worldwide and urged the supervisors and faculty to devise ways and means to continue the residents' learning experience utilizing different online teaching modalities. An account of some strategies for developing standards for effective online training to equip oral and maxillofacial training programs for similar future emergencies.Copyright © 2022 The Authors
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The 1960s launched the school movement of choice. Today, school choice is nationally threaded through many states serving a diversity of students. Indiana developed and implemented the Indiana Choice Scholarship Program (ICSP) policy in 2011 to align with these national initiatives to benefit students. The goal for Indiana was to ease the burden of private education costs for families regardless of a family's income, but not all challenges within implementation have been remedied. The historical evolution of school choice currently focuses on the effectiveness of these state policies with regard to transitioning from the public to the private school for learners. Undergirded by Self-Determination Theory, this study focuses on high school students who matriculated from public to private ICSP Catholic schools. Participants were interviewed about their experience in both school settings after using the ICSP for at least one full schoolyear. Participants reflected on their ability to make autonomous decisions, the importance of feeling connected to others, and their understanding of actions needed for career readiness. By implementing qualitative inquiry (Saldana, 2016), interviews explored perceptions about the ICSP, focusing on SDT. This approach aided in analyzing individual students' perceptions behind the reasons why they chose to leave the public schools and enroll in Indiana's Choice Scholarship Program. Qualitative inquiry allowed for a discussion about what had worked well, what had been a challenge, and what had helped ICSP students imagine college and career readiness after transferring schools. This design gave participants an opportunity to discuss choices regarding behaviors developing autonomy, relatedness to peers and mentors, and competence within academic programs and extracurriculars. Qualitative inquiry also discussed relevant topics that naturally evolved from conversations (Crotty, 2015) such as the COVID pandemic. The rationale for this selection was to explore how the ICSP had shaped a student's opportunities for overall student success and college and career readiness using the SDT as a platform. The focus of this study was to have a discussion to understand if students see any benefit to a voucher scholarship program to attend an ICSP school. Cross-referencing responses added depth and understanding to the findings. Families still find school choice in Indiana difficult to sustain. Students in the study noted the challenge of transitioning from the public to the private school climates, commitment expectations, and financial costs associated with transferring to an ICSP school. While families still continue to struggle, Indiana continues to evolve the program to serve as many students K-12 as possible. Regardless of personal tests, participants in this study were satisfied with their decisions to leave the public school to attend the ICSP school. They felt for their college and career success, the transition was necessary. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Purpose – The purpose of this study is to examine the economic impact of COVID-19 and analyse how the corporate social responsibility (CSR) initiatives of Islami banks (IBs) can contribute to reducing the adverse economic impact in the context of Bangladesh. Design/Methodology/approach: Currently eight full-fledged IBs are functioning in Bangladesh adhering to the underlying principles of Shariah;among them, seven are actively engaged in CSR activities to help the underprivileged segments of its citizens. This study, through employing a content analysis method examined the information available from these IBs as well as other government sources and published materials to address the COVID-19 economic impacts, specially the role of these IBs. Findings: This study finds that along the line with national and international funds, IBs' CSR funds can also help address the economic downturn in Bangladesh caused by the COVID-19 pandemic. The study further identified that if IBs develop a consortium among themselves, the CSR funds can be better utilised for the socio-economic development of Bangladesh. Research limitations/implications: The scope of this study is somehow limited, as it has only considered the impact of CSR funds by IBs in Bangladesh. Further research can be conducted in future considering the total CSR funds by all banks, i.e., conventional and Islamic banks. Practical implications: This study demonstrated that IBs spend USD 83.30 million annually, which means USD 417 in five years period. Based on the recommendations of this study, all IBs may work together to develop a joint CSR strategy for the socio-economic development of Bangladesh. Considering Bangladesh's poverty level, such a joint CSR strategy would be helpful for the vulnerable population of the country. Originality/value: This study is unique in the sense that it seeks to address the economic challenges of COVID-19 in the context of Bangladesh with support from the CSR initiatives of IBs. This study has created a new insight for IBs into developing an integrated CSR strategy, which is expected to bring significant contributions to the livelihood of the susceptible citizens of this country.