Survey of medical university staff: assessment of COVID-19 manifestations in periods of peak and convalescence

The aim of the study was to assess the frequency of symptoms of post-COVID syndrome by means of a questionnaire among medical university employees. Material and methods. From March 2021 to February 2022, an anonymous online survey was conducted at the A.I. Yevdokimov Moscow State University of Medicine and Dentistry of the Ministry of Healthcare of the Russian Federation. Only 313 fully completed questionnaires were selected for analysis. Results and discussion. A wide range of asthenic, infectious-inflammatory, respiratory, cardiovascular, neuropsychiatric, gastroenterological and dermatological symptoms were noted both during the peak period and during the convalescence of COVID-19. According to the subjective data of respondents, for more than 3 months, various symptoms associated with deterioration of health after recovering from a new coronavirus infection persisted in 25.9% of cases. Within 3-6 months after the illness and more than 6 months, 44.6% and 55.4% of respondents noted the presence of symptoms of post-COVID syndrome, respectively. During the analysis, it was found that with an increase in the volume of lung damage according to CT data, there was a tendency to increase the proportion of respondents with a long-term (more than 6 months) persistent symptoms of post-COVID syndrome from 20% with CT score 0, up to 29% with CT score 1-2 and up to 58% with CT score 3-4. In this regard, apparently, it is necessary to develop additional screening programs as part of the medical examination of COVID-19 patients. Conclusion. SARS-CoV-2 infection causes a wide range of symptoms both during the period of the disease and during the period of convalescence. Attention should be paid to the need for a targeted survey of patients who have undergone COVID-19 to identify the manifestations of post-COVID syndrome and conduct their medical examination with the participation of a multidisciplinary team.Copyright © Eco-Vector, 2022.

Work Ability, Work-Related Health, and Effort–Reward Imbalance: A Cross-Sectional Study among University Staff during the COVID-19 Pandemic in Thailand

During the COVID-19 pandemic, university policies and public health measures resulted in university staff facing hazardous work environments and psychological health problems. This cross-sectional study aimed to analyze the association between sociodemographic characteristics, health conditions, work-related health, effort and reward imbalance (ERI), and work ability among university staff in southern Thailand. Data were collected using stratified random sampling of 381 participants between April and September 2022. Descriptive statistics and binary logistic regression analyses were used to examine the associations between the variables. The majority of the participants were female (63.5%) and aged below 45 years old (52%). Nearly 70% of the participants reported the absence of non-communicable diseases (NCDs), while half of them were overweight, and 54.9% had an effort–reward ratio (ERR) greater than one. Most participants reported good-to-excellent work ability (82.4%). The probability of having poor-to-moderate work ability was higher among staff working from home (adj. OR = 2.4;95% CI: 1.3, 4.6), those with NCDs (adj. OR = 3.5;95% CI: 2.0, 6.4), those who followed poor health behaviors (adj. OR = 2.6;95% CI: 1.4, 4.9), and those who had an ERR greater than one (adj. OR = 2.8;95% CI: 1.5, 5.6). In conclusion, the majority of university staff in southern Thailand had good-to-excellent work ability. Work ability was associated with the presence of NCDs, poor health behavior, working from home, and ERI. Therefore, universities should create suitable occupational health programs and resources to mitigate the negative effects of work conditions, including ERI, and promote healthy behaviors for their staff during the COVID-19 pandemic and future disasters.

Effects of Green Human Resource Management on Innovation Performance through Green Innovation: Evidence from Northern Cyprus on Small Island Universities

The education sector has been severely affected by the global pandemic of COVID-19, and the need for improvement in its aftermath became a challenge for scholars and practitioners alike. The current research focuses on the role of Green Human Resource Management (GHRM) initiatives as an independent variable that is innovation-centric, and improved innovation performance of education sector employees as the dependent variable. GHRM in the current context is described as focusing on environmental aspects within the processes and functions of work in a comprehensive manner that incorporates both resource/waste management and areas of development, as well as green behavior among members. Moreover, the mediating effect of green innovation on the aforementioned relationship and enhancing the role of environmental leadership are examined through a quantitative approach using purposive and convenience sampling techniques. Data from several universities across Northern Cyprus have been gathered with regard to the design, aims, and context of this study. With a total of 187 teachers and administrators from three different universities and using PLS-SEM for analysis, the results show that human resource departments in universities can play a major role in determining the extent of innovation performance within the organization. Green innovation as a mediator can improve the workplace environment, which can be significantly enhanced through an adequate leadership that supports such initiatives (i.e., environmental leadership). The current results can be beneficial for scholars (organizational psychology, innovation, and sustainable HRM), as well as decision-makers in the universities in Northern Cyprus as a small island.

The effects of app-based mindfulness practice on the well-being of university students and staff.

Mental health problems like anxiety, depression, and stress have been increasing in many countries and the 2020 COVID-19 pandemic has further exacerbated their toll. Mindfulness-based interventions have been shown to provide evidence-based treatments for anxiety and depression, and accumulating evidence is emerging in support of using mindfulness apps yielding small-to-moderate treatment effects. The study was a 4-week randomized controlled trial with 561 university students and staff as participants, divided into a treatment group (mindfulness app) and an active control group (psychoeducational online content). Depression, anxiety, and stress were evaluated as primary study outcomes. Saliva cortisol samples were also collected from a subgroup of the treatment arm (n = 29). Using the mindfulness app for four weeks resulted in small reductions in stress (d = .16), and depression (d = .16). Attrition was 28.0%. Subjects who practiced more did not experience additional improvement in wellbeing. Mindfulness apps offer modest but clear benefits to users in terms of improved mental health. They present a promising supplement to traditional mental health services.

COVID-19 Incidence and Vaccine Effectiveness in University Staff, 1 March 2020-2 April 2022.

Background: University workers undergo intense social interactions due to frequent contact with students and colleagues and lectures in crowdy conditions. The aim of our study was to assess the incidence of COVID-19 infection and vaccine effectiveness in a cohort of workers of the University of Trieste from 1 March 2020 (start of the pandemic) through 2 April 2022. Methods: The University of Trieste implemented a number of public health policies to contain the spread of SARS-CoV-2 on the campus, including prompt contact tracing, enhanced ventilation of all premises, fomites disinfection and mandatory use of face masks indoors. In compliance with the surveillance protocol of the local public health department, university personnel were tested for SARS-CoV-2 by polymerase chain reaction (PCR) on a nasopharyngeal swab on demand, in the event of symptoms consistent with COVID-19 or for contact tracing, following close contact with a confirmed COVID-19 case. The incidence rates of SARS-CoV-2 infections were estimated as number of cases by number of person-days (p-d) at risk. Multivariable Cox proportional hazard regression model was employed to investigate the risk of primary COVID-19 infection, controlling for a number of potential confounders and expressing the risk as the adjusted hazard ratio (aHR) with a 95% confidence interval (95% CI). Results: The incidence of SARS-CoV-2 infection among university staff was lower than that of healthcare workers (HCWs) of the same area. Compared to unvaccinated colleagues (6.55 × 10,000 p-d), the raw incidence of SARS-CoV-2 infection was higher among university workers immunized with one (7.22 × 10,000 p-d) or two (7.48 × 10,000 p-d) doses of COVID-19 vaccines, decreasing in those receiving the booster (1.98 × 1000 p-d). The risk of infection increased only in postgraduate medical trainees (aHR = 2.16; 95% CI: 1.04; 4.48), though this was limited to the Omicron transmission period. After the implementation of the national vaccination campaign against COVID-19, workers immunized with the booster were less likely than unvaccinated workers to be infected by SARS-CoV-2 both before (aHR = 0.10; 95% CI: 0.06; 0.16) and after (aHR = 0.37; 95% CI: 0.27; 0.52) the Omicron transmission period. Vaccine effectiveness of the booster was 90% (=(1-0.10) × 100) before versus 63% (=(1-0.37) × 100) during the Omicron wave, without a significant difference between homologous (three doses of m-RNA vaccines) and heterologous immunization (first two doses of Vaxzevria followed by a third dose of m-RNA vaccine). Conclusions: The incidence of SARS-CoV-2 infection in university staff was lower than that of HCWs of ASUGI, likely because the testing-on-demand schedule inevitably missed the vast majority of asymptomatic infections. Therefore, the observed significantly protective effect of the booster dose in university personnel referred to symptomatic SARS-CoV-2 infections. The infection prevention and control policies implemented by the University of Trieste managed to equalize the biological risk between administrative and teaching staff.

A Cross-Sectional Study of Coronavirus Disease Prevention Practices among University Staff and Students in Durban, South Africa in 2020-2021.

Background: Globally, the COVID-19 pandemic has had a negative impact on individuals, education, and the economy. During its peak, the pandemic forced school closures. Although there is currently no cure for corona virus, non-pharmaceutical measures can help prevent its spread. Among these preventive measures are regular handwashing with soap and water or the use of hand sanitizers, avoiding touching the mouth, nose, and eyes, social distancing, and the use of face masks. As a result, this study investigated COVID-19 prevention practices among Durban University of Technology staff and students in South Africa. Methods: Using a cross-sectional study design, data were gathered online via self-administered, structured questionnaires from 5849 university students and staff members between May 2020 and March 2021. Utilizing descriptive statistics, the characteristics of the study sample were reported. Using logistic regression models, the relationship between demographic characteristics and the overall level of COVID-19 preventive practices was evaluated. Results: The multivariate logistic regression model showed statistically significantly associations for COVID-19 preventive practices by: male (AOR: 9.815, 95% CI: 1.721-55.959, p = 0.01) compared to female participants, single participants (AOR: 6.012, 95% CI: 2.070-17.461, p = 0.001) compared to other marital categories, and those in the faculty of Health Sciences (AOR: 1.721, 95% CI: 1.023-2.894, p = 0.041) compared to other faculties. Conclusions: Overall, the study's preventive practices were commendable; they were also influenced by socio-demographic factors such as age, gender, marital status, and university faculty. Increasing age was associated with reduced compliance with COVID-19 preventive practices. In addition, men demonstrated greater caution than women.

Presenteeism in Non-Academic Staff in a Public University Context: Prevalence, Associated Factors, and Reasons to Work While Sick during the COVID-19 Pandemic.

Presenteeism negatively affects worker performance. We aimed to know the prevalence of presenteeism in non-academic university staff, identify health problems and associated factors, as well as explore the reasons that led to presenteeism during the COVID-19 pandemic. A cross-sectional study was conducted with a convenience sample of 332 non-academic staff. The Portuguese version of the Stanford Presenteeism Scale (SPS-6) was used, and socio-demographic and occupational data were collected. Participants were divided into groups according to the presenteeism cut-off score (no presenteeists, presenteeists with high job performance, presenteeists with low job performance). Multinomial regression was used to identify occupational and demographic characteristics associated with presenteeism. An open question replies analysis made it possible to explore the reasons for going to work while sick. Presenteeism was experienced by 30.1%. Presenteeism with high job performance was not associated with socio-demographic and work factors. Professionals who performed only physical work (OR = 9.4; 95% CI: 1.7; 51.0) and those who conducted hybrid work (OR = 4.1; 95% CI: 1.8; 9.6) showed a higher risk of belonging to the presenteeist group with low job performance. Financial reasons led professionals to work while sick. This study raises the importance of evaluating presenteeism in non-academic staff to create conditions for them to maintain high performance despite presenteeism and to intervene when there is low performance due to presenteeism.

When a Pandemic Strikes: Resilience of Swedish Academics in the Face of Coronavirus.

BACKGROUND: The COVID-19 pandemic hit the world with severe health consequences, affecting some populations more than others. One understudied population is the academic community. This study, part of a larger project looking at COVID-19 in Sweden and internationally, aims to understand the individual and collective dimensions of resilience among academics in Sweden during the early wave of the pandemic. METHOD: A quantitative research design was applied for this cross-sectional study. We used simple random sampling, administered through an online survey, on academics at Swedish universities (n = 278, 64% women). We employed the CD-RISC 2 (the Connor-Davidson Resilience Scale) to measure personal/individual resilience, additional items for social/collective resilience, and a meaning-making coping instrument (meaning, control, comfort/spirituality, intimacy/spirituality, life transformation). RESULTS: The results revealed a strong level of personal/individual resilience among men (M = 6.05) and a level just below strong among women (M = 5.90). By age group, those 35-49-year-olds showed strong resilience (M = 6.31). Family was the dominant social/collective resilience factor, followed by friends, nature, work/school, and, lastly, religion/spirituality. There was a positive and significant correlation between self-rated health and personal/individual resilience (r = 0.252, p = 0.001) and positive but weak correlations and negative significant correlations between personal/individual resilience and religious coping methods. CONCLUSIONS: During the pandemic, the family took priority in meaning-making, which is an interesting change in a strong individual-oriented society such as Sweden.

The Knowledge Map and Exploratory Factor Analysis for University Staff's Information and Communication Technology Competence: A Case Study in Chiang Mai University

Explicit knowledge and tacit knowledge enhance job productivity by properly capturing knowledge. At the same time, a knowledge map systematically presents the captured knowledge, which increases the ease of use and utilization of information. With the worldwide COVID-19 outbreak, ICT allows individuals to connect to the outside world for reducing the effect of the pandemic. The role of ICT is more obvious in the education field. Recently, ICT competence and how to improve it, have been one of the hottest topics in research discussions. Even previous studies have shown that ICT competence is crucial in the education field, though most focuses were on teachers, yet the academic staff has been rarely getting attention. This study proposes a method of exploratory factor analysis (EFA) to confirm the influencing effects model on ICT competence, which is derived from the knowledge map. The knowledge capturing was carried out through the literature review process for the best depiction on the knowledge map. This research aims to find out the influence effects coupled with the degree of the relationship between different factors. Chiang Mai University was the selected case of a sample group, which represents robust academia in ICT readiness toward the rapid period of digital transformation. The factor model has schemed from the knowledge map and hypothesis setting. The questionnaire was conducted to survey sample views as primary data, consequently, the model was tested by PLS-SEM. The results reveal significant validation on the hypothetical model. These research findings yield worthwhile implications for universities to quickly adapt the layout of strategies, support policy, and appropriate training courses regards to the ICT competence's constitution factors. © 2022 IEEE.

The development of a student led physiotherapy drop in clinic in partnership with a homeless charity in Manchester, UK

Keywords: Physiotherapy;Education;Homelessness Purpose: Homelessness is complex and multi factorial. Often people rough sleeping or staying in temporary accommodation live chaotic lifestyles and find it difficult to access healthcare in a traditional sense and when they do can experience discrimination and a lack of empathy and understanding of their circumstances. There are currently no specific physiotherapy services dedicated to this population in Greater Manchester. In order to develop a physiotherapy service that is compatible with the needs of this population it is important to work with local drop in centres and charities. The aim of this project was to develop and pilot a student led physiotherapy drop in clinic as part of a hub and spoke placement at the Manchester Movement Unit. This would enhance student practice education whilst providing a service to a population who have historically experienced significant health inequalities. Methods: Physiotherapy students attended a drop in café catering for a homeless and vulnerable population in Manchester. The services they provided included volunteering in the café, having discussions with the service users about physiotherapy, illness, injury and health promotion and providing a physiotherapy drop in assessment and advice service and offering the opportunity for follow up appointments. The students were supported via long arm supervision by University staff. A retrospective audit of clinical case notes was undertaken. The experiences of two students were documented in a Podcast and another two students in a reflective presentation. Results: 34 people accessed the service an average of 1.3 times each. Two females and 32 males accessed the service with a mean age of 35 years. 19 of the service users were rough sleepers and 6 were in temporary accommodation. 21 accessed assessment and advice for chronic conditions that were predominantly musculoskeletal pain of spinal origin and one person had been diagnosed with MS some years ago but never accessed any treatment. Most of the service users were satisfied with education and reassurance about their condition, how best to self manage and didn’t want to access follow up appointments. The physiotherapy students reported that they felt their confidence and ability to communicate and empathise with this population had improved and they had better understanding of the challenges faced in accessing healthcare. They also felt that they had a better understanding of the needs of the population and developed the ability to think creatively about how to support rough sleepers in the self management of conditions. Conclusion(s): Although this project was cut short due to Covid restrictions impacting access to the drop in centre the aim and objectives were met. Physiotherapy services can be adapted to suit the needs of the homeless population. Impact: The results of this pilot have demonstrated that physiotherapy students can have a fulfilling and diverse learning experience whilst providing bespoke and essential services to support this vulnerable community. This hub and spoke model will continue going forward and further opportunities to engage with other charities and organisations to develop physiotherapy services the support the homeless population in Greater Manchester are being developed. Funding acknowledgements: None.

Practice based learning expansion: From crisis to opportunity

Keywords: Practice based learning, Technology enhanced, Expansion Purpose: Practice based learning (PBL) is an essential element of all pre-registration Allied Health Professional (AHP) degree courses. It is mandated by the Health and Care Professions Council (HCPC), defined within the standards of education and training (2017), and, without successful completion students are unable to qualify. In March 2020 COVID19 presented significant clinical and strategic challenges to all aspects of healthcare including an immediate reduction in traditional established PBL opportunities. This compelled all stakeholders to work at pace to consider alternate approaches that would ensure: student progression through degree courses continued;adverse effects on student experience were minimised;staff and students were safe;maintenance of the workforce pipeline Methods: A range of university staff including placement and course leads and teams, career researchers (Professor and Readers) worked in collaboration with practice partners, Health Education England (HEE) and professional body representatives to explore opportunities to maximise existing, and develop new PBL opportunities. HCPC standards and individual professional body frameworks informed all developments. A number of staff undertook Peer Enhanced E placement (PEEP) acquisition training from an external agency. All PBL expansion opportunities were considered including: location and setting;models of supervision;integration of technology enhanced care and technology enhanced learning;specialism of placement. New and emerging models of student support and supervision were considered across all expansion activities. Results: New placement opportunities were developed across the department including In house Peer Enhanced E-Placement (PEEP), In house research placements MSK Virtual placements Service Improvement / Leadership placements across a range of settings including Health Education England, Chartered Society of Physiotherapy, Acute NHS Foundation Trust A new model of PBL structure in acute and critical care within an existing NHS Foundation Trust partner Evaluation to date suggests alternate PBL presents measurable positive learning experiences for students enabling development of a range of knowledge and skills and offers extensive new relevant learning and development opportunities to those offered with traditional PBL experience. Enhanced technology can effectively support staff and students to optimise the learning experience and environment Conclusion(s): New and emerging opportunities for PBL whilst developed from necessity in fact enhance and expand student learning. Movement away from the traditional approach can not only offer benefit to students but also to educators in practice. Ongoing work of evaluation and development post pandemic should build on these initiatives. Impact: This work can now be translated across different organisations to ensure continued increase in student numbers is supported with high quality safe PBL. Additional access to technological support both in the academic and practice setting should underpin future developments to ensure all opportunities are inclusive and accessible. Funding acknowledgements: No funding supported this work

The evaluation of a Peer Enhanced eLearning Placement (PEEP) in MSc Physiotherapy (pre-registration) education

Keywords: e-learning, Peer enhanced, Placement Purpose: COVID-19 has brought many challenges with the availability of practice placements a key issue in Physiotherapy education. The Peer Enhanced ePlacement (PEEP) model was therefore used to develop an alternative approach to the initial two-week placement in the first year of the MSc Physiotherapy (pre-registration) programme. The evaluation aimed to understand the student experience of undertaking an online PEEP placement and to help inform the development of future models of placement delivery. Methods: A online practice-based learning experience was developed, based on the PEEP model, which included the use of case histories and presentations delivered by practice-based educators and patient video diaries to follow a journey through a case. Individual learning activities, peer learning tasks, reflective blogs and simulation suite activities were all underpinned by completion of an interactive on-line workbook. The learning outcomes remained unchanged from the previously established initial placement. Two pre-placement tutorials were run to familiarise student with the PEEP model. Evaluation was completed via an online questionnaire and focused on pre-placement preparation, PEEP content, student learning, the placement experience, perceptions of student support and issues faced as a result of the PEEP model. Results: 93.9% of students felt expectations were clear and they were prepared for placement, with 81% reporting they met all the learning outcomes and 21% stating they met most of the learning outcomes. The students identified their top 3 learning activities as the simulation suite (56.4%), the patient journey (37.5%) and the case histories (31.3%). Reflective blogs were the least favourite activity (56.3%). Prior to the placement, there was some anxiety about the PEEP model with 12.1% reporting they were very anxious, 18.2% somewhat anxious and 45.5% a little anxious. This decreased to 18.2% having a little anxiety about the model post placement. Students reported the strengths of the model were the variety of teams the students met, the support of the small peer group in learning, the clear structure of the placement, following a patient journey and support from university staff. Barriers were described as internet stability, lack of hands-on learning, self-motivation when isolated at home, lack of one-to-one opportunities and feedback, as well as not seeing real time patient assessment. Conclusion(s): The PEEP model provided an effective alternative model for an initial placement experience. The information provided to students ahead of the placement was valuable in setting expectations although anxiety was still apparent. The students valued the range of experiences provided which was potentially an enhancement from a more traditional model of delivery. The barriers were similar to other digital learning experiences. The evaluation will allow specific issues raised to be addressed in further iterations of this model. Impact: The PEEP model has previously been used to deliver placements for AHP students who have already experienced traditional models of practice based learning. This evaluation demonstrates the model is effective in providing a first experience of practice-based learning to physiotherapy students. As we move forward, we must utilise a variety of placement models to embrace all practice-based learning opportunities Funding acknowledgements: This placement evaluation was funded by NHS Education Scotland (NES).

Coventry University telehealth coaching – A pilot

Keywords: Telehealth;Health-coaching;Behaviour change Purpose: COVID-19 has changed the face of healthcare, including student placement provision in the UK and internationally. There is a national placement capacity crisis. The Coventry University telehealth coaching clinic provided second year BSc Physiotherapy students with a placement on the University site. Telehealth enables students to work with clients to achieve their physical activity goals at a time when University staff working at home may need more well-being support. To our knowledge, on-site telehealth clinics are being used at one other UK University. Methods: Using problem-based learning, ten students used a ‘telehealth trigger scenario’ and worked collaboratively to brainstorm and search the evidence for key concepts. Students were facilitated by visiting tutors and clinical educators to replicate a practice placement. Students led the development of infrastructure (booking system, IT support), governance (record keeping, GDPR compliance, informed consent) and teamworking (weekly strategy meetings). Students modified the ‘improving health: changing health behaviour’ NHS health trainer handbook to use as an assessment tool, focussing on physical activity (removing eating, smoking and drinking habits). We evaluated the clinic using mixed methods: (i) placement capacity statistics, (ii) student satisfaction survey, (iii) student performance (pass/fail rate), (iv) client satisfaction survey, (v) student's experience (themes extracted from team debrief sessions). Results: Students saw a total of 15 clients, and 12 of those received a follow up appointment. (i) Placement capacity: 29 of the 120 second year BSc Physiotherapy students could not be placed during March–April 2021. Ten (35%) of these students were placed on the telehealth clinic. (ii) Student satisfaction survey: of 10 respondents, 90% agreed they gained new and transferable skills, 90% agreed they felt part of a community with staff and students, 40% agreed the placement was organised and running smoothly. (iii) Student performance: at the halfway evaluation, 100% of students had passed. (iv) Client satisfaction: of seven respondents, 85% were satisfied with the service, 100% agreed it was easy to schedule appointments at convenient times. (v) Student experience: key themes were learning achieved (development of clinical knowledge and skills, quality assurance skills, and emotional intelligence) and limitations of the placement (time constraints, limited learning opportunities). Conclusion(s): The Coventry University telehealth clinic is an innovative and high-quality service, which is appropriate to be managed by second- and third-year BSc physiotherapy students. However, there is room for improvements such as increasing structure and organisation of the clinic, which can be done by addressing feedback. Impact: Currently, 44 students do not have placements for May 2021, but 45% of these students will be placed by scaling up the telehealth clinic to take 20 students. This could reduce the current predictions that 50% of Coventry University Physiotherapy students will graduate late (due to sub-optimal placement hours), by at least one-third. Telehealth Students can gain new skills in organisation, administration, management, governance and communication (in virtual environments) that will impact confidence and ability to execute audits and service delivery projects after graduation. The telehealth service could be scaled up to include psychology, occupational therapy and dietetics students. Funding acknowledgements: No external funding was received.

The Impact of COVID-19 Pandemic on University Faculty, Staff, and Students and Coping Strategies Used During the Lockdown in the United Arab Emirates.

Introduction: The COVID-19 pandemic and the subsequent lockdown instigated serious mental health conditions. So far, the UAE data on mental health problems due to this pandemic outbreak is still scarce. The objective of this study was to identify the prevalent psychological difficulties experienced by university students, faculty members, and staff during COVID-19 lockdown and the coping strategies used. Methods: A cross-sectional design was used to collect data from 737 participants using an online electronic survey. Participants included students, faculty members, and staff from universities in the UAE. The General Health Questionnaire (GHQ-12) was used to measure general distress, Penn State Worry Questionnaire (PSWQ-16) was used to measure worry, and the Coping Inventory for Stressful Situations (CISS-48) was administered to measure coping strategies used by participants during the COVID-19 pandemic lockdown. Data were collected during May to June 2020. Results: The results indicated that 60.4% of students, 57.4% of the faculty members, and 52.3% of the staff experienced mild psychiatric problems. About 32.9% of students, 33.7% of the faculty members, and 25% of the staff experienced high levels of worry during the COVID-19 lockdown. Changes in eating patterns, worsening chronic health problems, change in sleep patterns, and concentration difficulties were reported. Furthermore, significant differences were observed in worry and coping strategies among participants. Women use more avoidance and emotion-focused coping compared to men. Conclusion: It was concluded that COVID-19 lockdown has negatively impacted university faculty, staff, and students in terms of health behavior, psychological and physical health.

The Impact of COVID 19 on University Staff and Students from Iberoamerica: Online Learning and Teaching Experience.

(1) Background: The COVID-19 pandemic has created a great impact on mental health in society. Considering the little attention paid by scientific studies to either students or university staff during lockdown, the current study has two aims: (a) to analyze the evolution of mental health and (b) to identify predictors of educational/professional experience and online learning/teaching experience. (2) Methods: 1084 university students and 554 staff in total from four different countries (Spain, Colombia, Chile and Nicaragua) participated in the study, affiliated with nine different universities, four of them Spanish and one of which was online. We used an online survey known as LockedDown, which consists of 82 items, analyzed with classical multiple regression analyses and machine learning techniques. (3) Results: Stress level and feelings of anxiety and depression of students and staff either increased or remained over the weeks. A better online learning experience for university students was associated with the age, perception of the experience as beneficial and support of the university. (4) Conclusions: The study has shown evidence of the emotional impact and quality of life for both students and staff. For students, the evolution of feelings of anxiety and depression, as well as the support offered by the university affected the educational experience and online learning. For staff who experienced a positive professional experience, with access to services and products, the quality-of-life levels were maintained.

Effects of remote virtual work environment during COVID-19 pandemic on technostress among Menoufia University Staff, Egypt: a cross-sectional study.

Technostress during the COVID-19 pandemic has become more prevalent as a result of the global preventive measures applied to limit the spread of infection. These measures included remote working from home in both public and private organizations. The objective of this study is to study technostress and challenges of remote virtual work environment among university staff members at Menoufia University, Egypt. A cross-sectional study was conducted over Menoufia University academic staff members in Egypt. The participants were chosen from both practical and theoretical colleges in Menoufia University using a multistage random sample. Tarfadar technostress questionnaire was used. Cortisol blood level was measured for all participants. This study included 142 participants. The mean age of the group was 36.32±6.41 years. 52.1 percent worked in practical colleges, and 60.6% were lecturers or higher. Their mean cortisol level was 15.61±7.07mcg/dl. Participants who were females, reside in rural areas, held a lecturer or higher position, had poor work-environment WiFi, and lacked technical training had significantly higher levels of technostress subscales. Most of the technostress subscales were significantly correlated with age and blood cortisol levels. The predictors of work overload in multivariate regression were female gender and a work environment with poor WiFi. Female gender, theoretical colleges, being lecturer or higher, and poor WiFi were the predictors for invasion. Among university staff members, technostress was found to be evident. High levels of technostress were significantly influenced by age, higher professions, female gender, and a bad workplace environment.