Embracing tensions throughout crises: The case of an Italian university hospital during the COVID-19 pandemic.

BACKGROUND: Previous research has identified some tensions that public organizations may encounter during crises. However, there remains a scarcity of research examining how public health care organizations effectively navigate these tensions to reconcile the diverse interests, needs, and demands from various stakeholders. PURPOSES: The study seeks to shed light on the dynamics underlying the tensions experienced by public hospitals during the COVID-19 pandemic. It illustrates how different hospitals' actors have navigated these tensions, identifying solutions and approaches that fostered collaborative endeavors among internal and external stakeholders. METHODOLOGY: The study draws on qualitative analyses of 49 semistructured interviews and the notes from two focus groups involving key informants at one of the largest university hospitals in Italy. We also rely on the verbatim transcripts from meetings involving the members of the temporary emergency team constituting the taskforce. FINDINGS: The results highlight the tensions that emerged throughout the different waves of the COVID-19 pandemic and how various actors have managed them in a way to reconcile opposing forces while unleashing adaptability and creativity. PRACTICE IMPLICATIONS: Hospital managers would benefit from developing a paradoxical mindset for crisis preparedness, allowing them to embrace existing tensions and devise creative solutions to favor resilience and change.

The Psychological and Academic Effects of Studying From the Home and Host Country During the COVID-19 Pandemic.

Objective: This study explored the psychological and academic effects of studying online from the home vis-à-vis host country during the coronavirus disease 2019 (COVID-19) pandemic in the experience of international students at the University of Warsaw, Poland. Methods: A total of 357 international students from 62 countries (236 in the host country and 121 in the home country) completed an online questionnaire survey 2 months after transition to online learning. We studied students' levels of loneliness, life and academic satisfaction, acculturative stress, academic adjustment, performance, loyalty, and perceptions of the online learning experience. Results: The country-of-residence variable had no statistically significant effects on most psychological and academic variables. Significant effects were observed only for two academic variables. Specifically, students who returned to the home country found online communication with other students more contributing to their online learning experience and exhibited higher academic adjustment than students who remained in the host country. This suggests the positive influence of (peer and familial) support on online learning experience from the home country. Furthermore, a significant difference in experiencing acculturative stress occurred for students in quarantine/self-isolation in the host country, which expands prior literature on the disruptive effects of social distancing on students' mental health. Finally, this study confirmed the expected increased levels of loneliness among self-isolating students in both countries, hence extending prior results to the home- and host-country contexts. No relationship between self-isolation and students' life or academic satisfaction was found, which is explained by the specific nature of the learning-from-home experience.