Impacts of COVID-19 and social isolation on academic staff and students at universities: a cross-sectional study

Health and wellbeing of staff working at higher education institutions globally during the post-COVID-19 pandemic period: evidence from a cross-sectional study

BACKGROUND

The ongoing global crisis of Higher Education (HE) institutions during the post-COVID-19 pandemic period has increased the likelihood of enduring psychological stressors for staff. This study aimed to identify factors associated with job insecurity, burnout, psychological distress and coping amongst staff working at HE institutions globally.

METHODS

An anonymous cross-sectional study was conducted in 2023 with staff at HE institutions across 16 countries. Job insecurity was measured using the Job Insecurity Scale (JIS), burnout using the Perceived Burnout measure question, psychological distress using the Kessler Psychological Distress Scale (K10), and coping using the Brief Resilient Coping Scale. Multivariable logistic regression with a stepwise variable selection method was used to identify associations.

RESULTS

A total of 2,353 staff participated; the mean age (± SD) was 43(± 10) years and 61% were females. Most staff (85%) did not feel job insecurity, one-third (29%) perceived burnout in their jobs, more than two-thirds (73%) experienced moderate to very high levels of psychological distress, and more than half (58%) exhibited medium to high resilient coping. Perceived job insecurity was associated with staff working part-time [Adjusted Odds Ratio 1.53 (95% Confidence Intervals 1.15-2.02)], having an academic appointment [2.45 (1.78-3.27)], having multiple co-morbidities [1.86 (1.41-2.48)], perceived burnout [1.99 (1.54-2.56)] and moderate to very high level of psychological distress [1.68 (1.18-2.39)]. Perceived burnout was associated with being female [1.35 (1.12-1.63)], having multiple co-morbidities [1.53 (1.20-1.97)], perceived job insecurity [1.99 (1.55-2.57)], and moderate to very high levels of psychological distress [3.23 (2.42-4.30)]. Staff with multiple co-morbidities [1.46 (1.11-1.92)], mental health issues [2.73 (1.79-4.15)], perceived job insecurity [1.61 (1.13-2.30)], and perceived burnout [3.22 (2.41-4.31)] were associated with moderate to very high levels of psychological distress. Staff who perceived their mental health as good to excellent [3.36 (2.69-4.19)] were more likely to have medium to high resilient coping.

CONCLUSIONS

Factors identified in this study should be considered in reviewing and updating current support strategies for staff at HE institutions across all countries to reduce stress and burnout and improve wellbeing.

Nursing students' experiences of flipped classroom teaching method in higher education: a systematic review

BACKGROUND

During the COVID-19 pandemic face-to-face activities were suspended, boosting the delivery of online teaching. As students returned to campuses, the delivery of active learning teaching methods followed a blended learning style. The flipped classroom, which is a student-centred approach, appears to be an effective teaching method, generating improved learning outcomes. No systematic review has so far explored students' experiences of this teaching method - a knowledge gap that this review aims to address.

METHODS

Studies published between 2012 and 2023 were identified from seven databases. The JBI critical appraisal tool was adopted to select high-quality studies and add credibility. Following extraction of qualitative data, meta-aggregation was used to identify synthesised findings.

RESULTS

The findings were aggregated into seven categories. Based on meaning similarity, three synthesised findings were identified to answer the research question on how nursing students experience the flipped classroom method.

CONCLUSION

Several factors affect the student experience. Although variables are interrelated and complex to analyse, this approach is a valuable teaching method, positively experienced by students with the potential to improve engagement and learning outcomes. The group activities used as a feature of the flipped classroom can be seen as an instrument to deliver a safer and high quality of care.

Sociocultural adjustment and social support as predictors for international medical sciences students' anxiety during COVID-19

BACKGROUND

The prevalence of anxiety is high among international medical sciences students and it increased even more during the COVID-19 pandemic due to different restrictions and social isolation. Successful sociocultural adjustment and social support could be important factors in overcoming those challenges, however, there is a lack of studies which would investigate the role of those factors among inter- national medical students. This study aimed to assess the role of sociocultural adjustment and social support as predictors for international medical students' anxiety during COVID-19.

METHODS

Two measurements were conducted via self-reported questionnaires which consisted of three scales - SCAS, MSPSS and GAD-7. In total, 82 international medical students participated in both measurements in this longitudinal study.

RESULTS

The findings indicated that 37% of international students had symptoms of moderate or severe anxiety during their first year of studies at university. In the second year, during the COVID-19 pandemic and an official lockdown, 35% of international students had symptoms of moderate or severe anxiety. In addition, this study showed that gender and sociocultural adjustment did not play a role as predictors of students' anxiety during the second year of studies. However, this study revealed that social support provided by family during the first year of studies, as well as having friends or family members who had been ill with COVID-19 predicted higher levels of anxiety at second measurement, while sociocultural adjustment was an even stronger predictor of anxiety in the second year of studies of international medical students.

CONCLUSIONS

This knowledge can help to better understand how international medical students felt during the COVID-19 pandemic and what role the above- mentioned factors played in the students' anxiety. As the anxiety level is quite high among international medical students, universities and mental health service providers should take it into consideration and help them to overcome those challenges.

The moderating effect of environmental gamification on the relationship between social media marketing and consumer-brand engagement: A case study of Ant Forest Gen Z users

Social media marketing plays a relevant role in the brand promotion of enterprises owing to its advantages of rapid and diversified communication with consumers. The Chinese Internet enterprise Alipay launched Ant Forest as a mobile application with gamified social functions, bringing consumer-brand engagement. Ant Forest provides a variety of gamification functions (e.g. point, leaderboard, badge, task and teamwork) to encourage users to participate in environmental protection and public welfare activities. These gamification mechanisms, combined with the spread of social media, have realised the co-creation of user brand value. In the current study, 305 Gen Z users of Ant Forest were surveyed through an online questionnaire, and the data analysis was conducted using the partial least squares structural equation modelling (PLS-SEM) method. This study indicates that the four elements of entertainment, trendiness, customisation and word-of-mouth in social media marketing have statistically significant direct effects on the consumer-brand engagement in Ant Forest. In addition, gamification shows a significant positive moderating effect on the relationship between customisation and consumer-brand engagement and a significant negative moderating effect on the relationship between trendiness and consumer-brand engagement in Ant Forest. This study adds gamification to the conceptual system of social media marketing and provides suggestions for the development of gamified social media marketing applications.

Implementing internet-based cognitive behavioural therapy (moodgym) for African students with symptoms of low mood during the COVID-19 pandemic: a qualitative feasibilty study

BACKGROUND

Online therapies have been shown to be effective in improving students' mental health. They are cost-effective and therefore have particular advantages in low-income countries like Zambia where mental health resources are limited. This study aimed to explore the perceived impact of the COVID-19 pandemic and the feasibility of implementing an Internet-Based Cognitive Behavioural Therapy (iCBT) intervention ('moodgym') to improve resilience in vulnerable Zambian students.

METHODS

The study was a qualitative interview study. Participants identifying as having symptoms of low mood and completing a baseline, online survey (n = 620) had the option to volunteer for a semi-structured interview to explore views about their experience of the pandemic and the acceptability and perceived benefits and limitations of using moodgym.

RESULTS

A total of 50 students (n = 24 female, n = 26 male) participated in the study. One theme with 4 sub-themes, captured the severe emotional and social impact of the COVID-19 pandemic. A second, very strong theme, with 5 sub-themes, reflected the considerable negative effects of the pandemic on the students' educational experience. This included the challenges of online learning. The third theme, with three subthemes, captured the benefits and acceptability of moodgym, particularly in terms of understanding the relationship between thoughts and feelings and improving academic performance. The fourth theme described the technical difficulties experienced by students in attempting to use moodgym.

CONCLUSION

COVID-19 caused fear and impacted wellbeing in vulnerable students and severely impaired the quality of students' educational experience. The findings suggest that moodgym might be a valuable support to students in a low-income country.

Impact of the COVID-19 Pandemic on Teaching, Learning, Assessment, and Wellbeing in Higher Education

Lockdown restrictions and social distancing regulations enforced by governments worldwide to prevent COVID-19 transmission have caused momentous disruption to the global education sector. Educators and students across all institutions and levels had to suddenly adapt to a new reality where in-person teaching was replaced by hybrid or remote learning activities. This chapter aims to evaluate the impact of the pandemic on teaching, learning and assessment in higher education. It discusses the challenges presented by the shift to online teaching and the pedagogical strategies developed to foster student engagement and assess their progress in a remote learning setting. Moreover, this chapter explores the impact of the pandemic on wellbeing and mental health of students and academic staff. The last section draws on the lessons learned from the pandemic to identify areas of good practice that are likely to positively shape the post-pandemic higher education panorama.

Exploring the COVID-19 Landscape and Our Path Forward Using a Formalized SWOT Analysis

OBJECTIVE

This study aimed to share the results of a formalized SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis focusing on perceptions and the long-term impact of the COVID-19 pandemic.

METHODS

The study used a parallel mixed-methods approach. This included a quantitative component, which used presurvey descriptive data, and a qualitative component, which involved SWOT analysis via focus groups. Participants were recruited via email. Volunteers responded to survey questions regarding the COVID-19 pandemic. Ten focus groups were created and conducted in February 2022. Responses were transcribed and coded by 2 independent investigators and a third to resolve disagreement. Group consensus determined the themes.

RESULTS

On the survey (n = 55), over half of respondents noted lack of motivation and attention deficit emerging during the pandemic. However, less than half felt that they had access to appropriate support/services. Regarding mental health, some reported increased anxiety, loneliness, depression, and sleep disorders, yet a small percentage of respondents felt that they were provided with support to mitigate these issues. Focus group sessions resulted in 404 statements, which determined the following 8 themes: communication, pivoting the learning and assessment process, COVID-19 safety, interpersonal relationships, health and wellness, finances, student services, and competition in the job market. The top strength was in pivoting the learning process, top weakness was in university communications, and the top opportunities and threats were in pivoting to virtual learning.

CONCLUSION

As the country continues to experience COVID-19 waves, it is important to reflect on and understand the effects of the previous reactions, and explore ways to increase and sustain motivation, limit lasting negative effects, and remain proactive and prepared for the future.

Observational study on obesity: Insights from middle-aged and elderly college staff in Beijing

Obesity poses a serious global public health challenge, particularly among middle-aged, and elderly college staff. This study aims to explore the associated factors of obesity by analyzing the metabolic indicators of 1756 university staff from Minzu University of China, Beijing. Venous blood samples were collected, and blood metabolic indicators were analyzed. The results indicate that middle-aged faculty members are more susceptible to obesity compared to their younger counterparts. Multiple linear regression analysis revealed that BMI values increase with age (B = 0.074, P < .001), uric acid (B = 0.008, P < .001), alanine transaminase (B = 0.043, P < .001), low-density lipoprotein (B = 1.941, P < .001), triglycerides (B = 0.544, P < .001), total cholesterol (TC, B = -1.582, P < .001), and other factors, while decreasing with the increase of high-density lipoprotein (B = -1.493, P < .001). In light of these findings, it is recommended that middle-aged and elderly college staff undergo regular blood indicator checks and enhance weight management to mitigate the risk of obesity and promote their overall health.

Vaping Behavior in Young Adults During the COVID-19 Pandemic

BACKGROUND

Electronic nicotine delivery systems (ENDS) continue to be popular among young adults. These devices are often advertised as a healthy alternative to quitting tobacco cigarettes. However, young adults represent a population who view it as a novel behavior that provides a sense of popularity, social acceptance, and desired physiologic properties. The objective of this study was to examine characteristics of vaping behavior among college students and explore possible associations between groups of vaping behavior (stopped, initiated, increased, decreased, stayed the same).

METHODS

In a multi-center cross-sectional study, 656 students from University of Tampa in the United States and University of Applied Sciences in Germany (IST) were recruited to answer a 31-item online questionnaire. A chi-square test was used to evaluate associations between the groups.

RESULTS

Prevalence rates indicated approximately 31% of all students were currently using ENDS. Even though more negative than positive experiences with ENDS were reported, most students stated their vaping increased during COVID-19 lockdowns. Addiction and stress relief emerged to be predictors (P < .001) of an increase in vaping, whereas social motives were not statistically significant. Living situation (P = .63) and depression (P = .10) were not significantly associated with vaping behavior.

CONCLUSIONS

ENDS products continue to yield very high levels of nicotine creating addiction in young adults. Addiction counseling and evidenced-based practices should be employed at every level (individual, community, and school). Additionally, mental health counseling for students in pandemic and high-stress environments may help to combat stress in a more proactive manner than self-medicating.

Fear, stress, anxiety, depression and insomnia related to COVID-19 among undergraduate nursing students: An international survey

The emergence of COVID-19 has produced unprecedented change in daily life activities leading to major impacts on psychological wellbeing and sleep among individuals worldwide. The study aimed to assess levels of fear, stress, anxiety, depression, and insomnia among undergraduate nursing students in four countries two years after the start of the pandemic. An international, multi-centre cross-sectional electronic survey was conducted between December 2021 and April 2022. An on-line questionnaire was distributed via Qualtrics® and JISC® software. Instruments included the Fear of COVID-19 Scale, the Perceived Stress Scale, the Hospital Anxiety and Depression Scale and the Insomnia Severity Index, and a demographics and academic background questionnaire. The independent variables included demographic and academic backgrounds, while fear level, stress, anxiety, depression, and insomnia were the dependent variables. A total of 918 undergraduate nursing students from KSA, Oman, UK, and UAE were participants in the study. Students presented with stress (91.6%), anxiety (69.1%), depression (59.8%), and insomnia (73.2%). The participants' mean Fear of COVID-19 Scale score was 12.97 (SD = 6.14). There were significant positive relationships between fear of COVID-19, stress, anxiety, depression, and insomnia. Undergraduate nursing students experienced moderate to severe levels of Fear of COVID-19, stress, anxiety, depression, and insomnia two years after the onset of the COVID-19 pandemic. Psychological intervention and peer support are needed to reduce the long-term adverse outcomes of mental health problems and insomnia. It is important to introduce education about crisis management of infectious disease during pandemics into the nursing curriculum to increase student knowledge and improve their preparedness for such emergencies.

The student patient alliance: development and formative evaluation of an initiative to support collaborations between patient and public involvement partners and doctoral students

BACKGROUND

While the integration of patient and public involvement (PPI) in clinical research is now widespread and recommended as standard practice, meaningful PPI in pre-clinical, discovery science research is more difficult to achieve. One potential way to address this is by integrating PPI into the training programmes of discovery science postgraduate doctoral students. This paper describes the development and formative evaluation of the Student Patient Alliance (SPA), a programme developed at the University of Birmingham that connects PPI partners with doctoral students.

METHODS

Following a successful pilot of the SPA by the Rheumatology Research Group at the University of Birmingham, the scheme was implemented across several collaborating Versus Arthritis / Medical Research Council (MRC) centres of excellence. Doctoral students were partnered with PPI partners, provided with initial information and guidance, and then encouraged to work together on research and public engagement activities. After six months, students, their PPI partners and the PPI coordinators at each centre completed brief surveys about their participation in the SPA.

RESULTS

Both doctoral students and their PPI partners felt that taking part in SPA had a positive impact on understanding, motivation and communication skills. Students reported an increased understanding of PPI and patient priorities and reported improved public engagement skills. Their PPI partners reported a positive impact of the collaboration with the students. They enjoyed learning about the student's research and contributing to the student's personal development. PPI coordinators also highlighted the benefits of the SPA, but noted some challenges they had experienced, such as difficulties matching students with PPI partners.

CONCLUSIONS

The SPA was valued by students and PPI partners, and it is likely that initiatives of this kind would enhance students' PPI and public engagement skills and awareness of patients' experiences on a wider scale. However, appropriate resources are needed at an institutional level to support the implementation of effective programmes of this kind on a larger scale.

Technology in aged care: a qualitative survey of academic, research, and technology industry professionals

AIMS AND OBJECTIVES

The study's aim was two-fold: (1) to explore the experiences and perceptions of industry, academic, and research professionals concerning technologies used within aged care; and (2) to identify needs-led priorities for the future development and application of technologies within aged care.

BACKGROUND

Global population ageing requires a recalibration of aged care policies, systems, and services to promote and support healthy ageing. It is expected that technology will play an important role in this regard. This study qualitatively assessed the landscape of technology use in aged care from the perspective of industry, academic, and research professionals.

DESIGN

A purposefully designed cross-sectional survey collecting experiences, perspectives, and barriers about technology through open responses.

METHODS

Using convenience sampling, thirty-five participants completed an online survey between April and October 2020. A descriptive qualitative content analysis approach was used to analyse the written responses. Reporting of findings followed the EQUATOR's Standards for Reporting Qualitative Research checklist.

RESULTS

Four themes were identified that characterised the use of technologies within aged care: (1) User Perceptions and Attitudes: wariness and reluctance to technology; (2) Systemic Issues within Aged Care: Under-resourced with opportunities for innovation; (3) Technology-Related Barriers: Equity, costs, privacy, integration, and interoperability and (4) Research Priorities: Co-design and integration of technology.

CONCLUSIONS

The existing technology does not meet the needs of older people, aged care personnel and the system in general, which prevents its successful implementation and uptake.

Risk and protective factors of mental health during the COVID-19 pandemic: A cross-sectional study in Singapore

Introduction

The main aims of the study were to: establish the average levels of psychological distress, suicidality and positive mental health (PMH); and examine their associated risk and protective factors in the population of Singapore during the early phase of the COVID-19 pandemic.

Method

Participants from a national psychiatric epidemiological study conducted in the general population of Singapore from 2016 to 2018, who had agreed to be re-contacted, were invited to participate in the study that was conducted from May 2020 to June 2021. Questionnaires assessing psychological distress, causes of stress, resilience and PMH were administered.

Results

A total of 1,129 respondents completed the study. The mean age was 47.7 (standard deviation = 16.5) years. The prevalence of stress, depression and anxiety was 7.1%, 8.0% and 8.4%, respectively. The final pathways model showed that high concerns related to possible COVID-19 infection of family members or friends were significantly associated with higher stress (β = 0.242, P<0.001), depression (β = 0.152, P=0.001) and anxiety (β = 0.280, P<0.001). High resilience was significantly associated with lower stress (β = -0.482, P<0.001), depression (β = -0.394, P<0.001) and anxiety (β = -0.516, P<0.001), and with high PMH (β = 0.498, P<0.001).

Conclusion

The findings highlight the negative impact of fear of COVID-19 infection, social distancing and isolation on the mental health of the population. Resilience and PMH were associated with lower psychological stress, and interventions to improve these characteristics can enhance mental health and well-being.

Hiding in plain sight: Exploring the complex pathways between tactical concealment and relational wellbeing

We argue that the current environment in higher education is one of the primary drivers for the widespread adoption of concealment tactics with the aim of enhancing wellbeing. To explore the relationship between concealment and wellbeing, we draw upon Scott’s conceptualization of “hidden transcripts” and Keyes’s five dimensions of social wellbeing. Using a collaborative ethnographic approach, we examine a 2-year period of individual and collective inquiry by an eclectic multidisciplinary, international group of academics. Our empirical and theoretical contributions expose a complex and, at times, seemingly contradictory relationship between tactical concealments and relational wellbeing, with variously generative and destructive pathways between them. Our research offers a lens through which we can critically explore and extend our understanding of alternative pathways to wellbeing in organizational life.

Experiences of burnout, anxiety, and empathy among health profession students in Qatar University during the COVID-19 pandemic: a cross-sectional study

BACKGROUND

The prevalence of burnout and anxiety is constantly increasing among health profession students worldwide. This study evaluates the prevalence of burnout and its relationship to anxiety and empathy during the COVID-19 pandemic among health profession students in the main governmental institution in Doha, Qatar using validated instruments.

METHODS

A cross-sectional survey of health profession students using validated instruments was employed. The Maslach Burnout Inventory-General Students Survey (MBI-GS(S)) to measure burnout; The Generalized Anxiety Disorder (GAD-7) to measure anxiety; and Interpersonal Reactivity Index (IRI) to measure empathy were utilized. Descriptive statistics and multivariable linear regression were used.

RESULTS

Of the 1268 eligible students, 272 (21.5%) completed the online survey. Burnout was found to be prevalent amongst the students. The mean scores for the MBI-GS(S) subscales of emotional exhaustion, cynicism, and professional efficacy were 4.07, 2.63, and 3.97, respectively. Anxiety was found to be a strong predictor for burnout and burnout was positively associated with empathy.

CONCLUSIONS

Findings from this study demonstrated relationships between health profession students' burnout, anxiety, and empathy. These findings might have an impact on the development of curriculum interventions to enhance student well-being. More burnout awareness and management programs that cater to the specific needs of health profession students are needed. Furthermore, findings of this study may have implications for future educational interventions during times of crisis or how this can be used to improve student experiences in normal times.

Promoting good and sustainable work in occupational health education

BACKGROUND

The world of work is facing severe challenges due to rapid technological change, globalization, climate change and, more recently, the Covid-19 pandemic. Occupational health professionals must deal with these challenges, but it is unclear how well they have been prepared for this task by their academic training programmes.

AIMS

To explore content and learning objectives related to these challenges in the curricula of Occupational Medicine (OM) and Occupational Safety, Industrial Hygiene and Ergonomics (OSH), we conducted an online survey among academic leaders of these programmes in universities of several European countries. In addition, related programmes in Human Resource Management (HRM) training were included.

METHODS

Selected study programmes were explored in terms of the main topics and learning objectives related to the challenges for promoting good and sustainable work in universities in Europe. The study programmes were identified through contacts with professional associations and a website search. Given the exploratory, non-representative study design, data analysis was limited to description.

RESULTS

OM and OSH programmes addressed the above challenges to a very limited extent, except for their disciplinary approach to work-related diseases and injuries. In contrast, HRM programmes were dealing more extensively with globalization, climate change and digitisation.

CONCLUSIONS

Significant limitations of knowledge and competences in dealing with the key challenges of the modern world of work were identified. More relational, ethical and interdisciplinary learning is needed in these programmes, addressing core issues of today's world of work.

Examination performance of dentistry students during the COVID-19 pandemic

CONCLUSIONS

Our results imply that online teaching did not systematically improve or worsen the examination performance of undergraduate students of dentistry. Our findings have important policy implications for educational practices in the future. The observed annual grade variation might reflect the effectiveness of remote teaching, changes in students' performance, or non-systematic grading.

MATERIALS AND METHODS

Using administrative data from the University of Helsinki, the examination performance during the years 2018 and 2019 was compared with that of 2020.

OBJECTIVE

The global COVID-19 pandemic has led to an increase in remote teaching and online assessment in higher education. The examination performance of undergraduate students of dentistry was evaluated to assess any possible association between the altered learning environment and learners' performance.

RESULTS

In 16 out of 22 courses (73%) taught remotely during the pandemic, a statistically significant difference (p < .05) between the awarded grades was observed, as compared to the two previous years. Annual variation in examination grades was common even before the onset of remote teaching, but more so after it. The grade variation during the pandemic was nearly as prevalent towards falling grades (26%) as towards rising grades (36%), implying a multifactorial cause possibly unrelated to remote teaching.

Mental Health and COVID-19 in University Students: Findings from a Qualitative, Comparative Study in Italy and the UK

INTRODUCTION

COVID-19 restrictions introduced several changes in university academic and social experience. Self-isolation and online teaching have amplified students' mental health vulnerability. Thus, we aimed to explore feelings and perspectives about the impact of the pandemic on mental health, comparing students from Italy and the UK.

METHODS

Data were collected from the qualitative portion of "the CAMPUS study", longitudinally assessing mental health of students at the University of Milano-Bicocca (Italy) and the University of Surrey (UK). We conducted in-depth interviews and thematically analysed the transcripts.

RESULTS

The explanatory model was developed from four themes identified across 33 interviews: anxiety exacerbated by COVID-19; putative mechanisms leading to poor mental health; the most vulnerable subgroups; and coping strategies. Generalised and social anxiety resulted from COVID-19 restrictions by being associated with loneliness, excessive time online, unhealthy management of time and space and poor communication with the university. Freshers, international students, and people on the extremes of the introversion/extroversion spectrum, were identified as vulnerable, while effective coping strategies included taking advantage of free time, connection with family and mental health support. The impact of COVID-19 was mostly related to academic issues by students from Italy, whereas to the drastic loss of social connectedness by the UK sample.

CONCLUSIONS

Mental health support for students has an essential role, and measures that encourage communication and social connectedness are likely to be beneficial.

A qualitative study exploring experiences, attitudes, and wellbeing of university students of a period of restricted movement and self-testing during COVID-19 “Incoming Student Wellbeing and Benefits of Serial COVID-19 testing (ISWAB)” study

Background: As part of Ireland’s response to the COVID-19 pandemic, travellers to Ireland were required to restrict movements on arrival. Worldwide compliance with measures such as quarantine and testing vary and are influenced by factors including an individual’s knowledge of trust in, and attitudes towards these measures. The aim of this study was to explore student experiences of restricted movements after entering Ireland from abroad and to assess the acceptability and feasibility of self-administered SARS-CoV-2 tests. Methods: The Incoming Student Wellbeing and the Acceptability and Benefits of serial COVID-19 testing (ISWAB) study recruited university students who travelled into Ireland and were required by national public health guidance to restrict their movements. As part of the study, students were provided with SARS-CoV-2 self-test kits. This qualitative study explored the students’ attitudes to self-testing and restricted movements using focus groups and interviews. Ethical approval was obtained. Interviews were conducted until data saturation was reached. Interview transcripts were thematically analysed. Results: Of 41 ISWAB participants, 32 agreed to participate in a follow-up qualitative study providing written consent. One focus group, two group interviews and three individual interviews were conducted in August 2021, on Microsoft Teams. Among the 11 (seven male, four female) students interviewed, self-testing was considered feasible and acceptable. Facilitators of adherence to restrictions included: support with grocery shopping and study periods coinciding with quarantine. Barriers to well-being included: living alone, being an individual who leads a social lifestyle, and the number of days of quarantine completed. Conclusions: This qualitative study demonstrated high levels of compliance with restriction of movement guidelines and self-testing, with limited impact on general well-being. Self-testing for SARS-CoV-2 was found to be practical and achievable for at home use by participants in this study. The findings of this study may inform future self-testing initiatives.

The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID-19: A qualitative investigation of award-winning educators at a British university

BACKGROUND

Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this.

AIMS

This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19.

SAMPLE

Six award-winning educators from a British university.

METHODS

Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data.

RESULTS & DISCUSSION

The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them.

CONCLUSION

COVID-19 has added significantly to the workloads of educators and demonstrated students' need for resilience. This research identifies the experiences of educators trying to improve strengths-based practice while identifying the challenges of pursuing that goal in the changing pedagogy post-COVID-19.

Coping with COVID-19. Work life experiences of nursing, midwifery and paramedic academics: An international interview study

BACKGROUND

The COVID-19 global pandemic was declared in March 2020. By June 2022, the total deaths worldwide attributed to COVID-19 numbered over 6.3 million. Health professionals have been significantly impacted worldwide primarily those working on the frontline but also those working in other areas including nursing, midwifery, and paramedic higher education. Studies of occupational stress have focused on the clinical health professional roles but scant attention has been drawn to the pressures on university-based academic staff supporting and preparing professionals for frontline health work.

DESIGN AND OBJECTIVES

This qualitative study sought to explore the challenges experienced by health academics (nurses, midwives and paramedics), during COVID-19 and identify strategies enlisted.

SETTING AND PARTICIPANTS

Six Australian and two United Kingdom universities collaborated, from which 34 health academics were individually interviewed via video or teleconference, using six broad questions. Ethical approval was obtained from the lead site and each participating University.

DATA ANALYSIS

Thematic analysis of the data was employed collaboratively across institutions, using Braun and Clarke's method.

RESULTS

Data analysis generated four major themes describing academics': Experiences of change; perceptions of organisational responses; professional and personal impacts; and strategies to support wellbeing. Stress, anxiety and uncertainty of working from home and teaching in a different way were reported. Strategies included setting workday routine, establishing physical boundaries for home-working and regular online contact with colleagues.

CONCLUSIONS

The ability of nursing, midwifery and, paramedic academic staff to adapt to a sudden increase in workload, change in teaching practices and technology, while being removed from their work environment, and collegial, academic and technological supports is highlighted. It was recognised that these changes will continue post-COVID and that the way academics deliver education is forever altered.

The Impact of Undergraduates' Social Isolation on Smartphone Addiction: The Roles of Academic Anxiety and Social Media Use

The COVID-19 pandemic has an adverse effect on the physical health of societies and individuals. One important concern is the effect of social isolation on the mental health of undergraduates, such as academic anxiety, smartphone addiction and other social psychological problems. The purpose of this study was to investigate associations among undergraduates' social isolation in this special context, social media use for obtaining information about the COVID-19 pandemic (i.e., communicative and non-communicative), academic anxiety, and smartphone addiction. A cross-sectional survey was conducted from May to June in 2022 and a total of 388 undergraduates were included. The results showed significant positive associations between social isolation and smartphone addiction and academic anxiety. Furthermore, academic anxiety played a mediating role in the effect of social isolation on smartphone addiction, which was moderated by non-communicative social media use. Some theoretical and practical implications as well as research limitations are discussed.

The COVID-19 Student Stress Questionnaire: Validation in Spanish university students from health sciences

This study aimed to validate the Spanish version of the COVID-19 Student Stress Questionnaire (CSSQ), a 7-item tool assessing COVID-19-related stressors among university students, namely, Relationships and Academic Life, Isolation, and Fear of Contagion. Participants were 331 Spanish university students. Factor analyses sustained the three factor solution of the original tool. Data also revealed satisfactory convergent and discriminant validity, suitable internal consistency, and significant associations with psychological symptoms, as measured by the Symptom Checklist-90-Revised. The Spanish version of the CSSQ represents a valid tool to be used in clinical settings to timely identify students at high psychological risk and to develop evidence-based interventions during/after the pandemic.

Loneliness and quality of life: Perceived online and offline social support among Sub-Saharan African students in China during the COVID-19 lockdowns

<b>Objective/background: </b>The COVID-19 pandemic disrupted education globally, triggering fear and uncertainties for students. However, there is currently no research evidence to document the loneliness experience of Sub-Saharan African (SSA) students in China and how social support influenced their quality of life (QoL). This study explored the effect of COVID-19-induced loneliness and social support on the QoL of SSA students in China.<br /> <b>Method:</b> The study adopted an institutional-based cross-sectional survey through an online questionnaire on social media platforms to investigate the QoL of SSA students in Chinese universities. Pearson correlation matrix and regression analysis were conducted to validate the association of loneliness, social support (online and offline), and socio-demographic attributes on the student’s QoL.<br /> <b>Result: </b>In the population of 358 SSA students appraised in the study, loneliness experience was negatively associated with QoL. Online social support and offline social support were positively associated with QoL. The linear regression shows that loneliness, social support, and socio-demographic attributes explain 25.7% (psychological health), 26.6% (physical health), 24.9% (environmental health), and 30.3% (social relation) of the variance in the QoL domains. By evaluating the EUROHIS subjective QoL, loneliness independently accounts for 24.5% of the variance in the subjective QoL of the SSA students examined in the study (model 1). In comparison, the added effects of social supports and socio-demographic attributes on model 3 explained 32% of the subjective QoL.<br /> <b>Conclusion: </b>It is strongly recommended that loneliness eradication programs be implemented in these universities among SSA students who experience loneliness that negates their QoL. Interventions should focus on how these students can integrate and build social networks (online and offline) to improve social interaction and support for better QoL.

A Qualitative Evaluation of the Barriers and Enablers for Implementation of an Asymptomatic SARS-CoV-2 Testing Service at the University of Nottingham: A Multi-Site Higher Education Setting in England

Asymptomatic testing for SARS-CoV-2 RNA has been used to prevent and manage COVID-19 outbreaks in university settings, but few studies have explored their implementation. The aim of the study was to evaluate how an accredited asymptomatic SARS-CoV-2 testing service (ATS) was implemented at the University of Nottingham, a multi-campus university in England, to identify barriers and enablers of implementation and to draw out lessons for implementing pandemic response initiatives in higher education settings. A qualitative interview study was conducted with 25 ATS personnel between May and July 2022. Interviews were conducted online, audio-recorded, and transcribed. Participants were asked about their experience of the ATS, barriers and enablers of implementation. Transcripts were thematically analysed. There were four overarching themes: (1) social responsibility and innovation, (2) when, how and why people accessed testing, (3) impact of the ATS on the spread of COVID-19, and (4) lessons learned for the future. In establishing the service, the institution was seen to be valuing its community and socially responsible. The service was viewed to be broadly successful as a COVID-19 mitigation approach. Challenges to service implementation were the rapidly changing pandemic situation and government advice, delays in service accreditation and rollout to staff, ambivalence towards testing and isolating in the target population, and an inability to provide follow-up support for positive cases within the service. Facilitators included service visibility, reduction in organisational bureaucracy and red tape, inclusive leadership, collaborative working with regular feedback on service status, flexibility in service delivery approaches and simplicity of saliva testing. The ATS instilled a perception of early 'return to normality' and impacted positively on staff feelings of safety and wellbeing, with wider benefits for healthcare services and local communities. In conclusion, we identified common themes that have facilitated or hindered the implementation of a SARS-CoV-2 testing service at a university in England. Lessons learned from ATS implementation will inform future pandemic response interventions in higher education settings.

Multi-Impacts of Spatial Self-Policing during COVID-19: Evidence from a Chinese University

Current research has focused on the impacts of the COVID-19 pandemic on university students' physical and mental health conditions but has rarely examined the secondary effects caused by school management and prevention policies. Chinese universities generally took a self-policing strategy to address the COVID-19 pandemic. This study aimed to examine how the self-policing effect fluctuated during the pandemic, assessed from the perspective of university students. We collected monthly data from January 2020 to August 2022 from Zhejiang University's online forum CC98 and analyzed the monthly frequency of keywords in the online posts' titles. The dataset covered five topics: pandemic situations, epidemic prevention policies, campus access control, campus space use, and emotional conditions. The results showed that university students have expressed concern about the pandemic over the past thirty-two months, which still has an unignorable influence on their lives and studies. They paid more attention to the epidemic prevention policies, which directly affected their social connections, spatial use, and psychological well-being. University students gradually questioned their duty to obey and showed impatience and resistance toward school self-policing management, especially during the second Omicron wave. Additionally, the findings investigated an introverted trend for university students living in a gated campus environment. In conclusion, we call for reflections on the current Chinese campus self-policing strategy to cope with future long-term and normalized pandemic situations. The concerns of university students should be taken into account as we move toward a post-COVID-19 world.

Belonging, trust and social isolation: the move on-line during the time of COVID - A longitudinal study

The move to on-line teaching in UK higher education was swift and dramatic as the Covid pandemic drove society into lockdown. Programmes and modules traditionally taught face to face were suddenly converted to be delivered in an on-line format. This research explores the experience of this process over an academic year, at all levels of educational progression, from first year undergraduates, to post-graduates on a one-year programme. Using a qualitative focus group strategy, this research project investigated key themes of motivation and engagement, and the impact the move on-line had on the students sense of belonging, the formation of trust, and the impact on social isolation. The main finding of this research are that programmes of study that move on-line must focus on more than simple issues of delivery, but recognise the significance of the socio-emotional dimensions of study and the need to build networks and relationships, in order to establish, grow, and maintain motivation and engagement.

Advantages and Disadvantages of E-Learning Innovations during COVID-19 Pandemic in Higher Education in Poland

The paper presents the results of the research on the advantages and disadvantages of innovative e-learning during the COVID-19 pandemic in higher education. In the first stage, an internet questionnaire was used for the study. The research was carried out in Poland on a sample of 621 students. The results allowed the researchers to determine variables that are important for the proper implementation of innovative e-learning, and the emergent perspectives for this form of education after the end of the COVID-19 pandemic. Among the most significant disadvantages, there was a lack of direct contact with colleagues, difficulties with teaching practical subjects, lack of direct contact with the teacher, and too much time spent in front of a computer/telephone or other mobile device. The most important correlations included the following: students satisfied with e-learning assess the advantages highly and the disadvantages lower; all the advantages of innovative e-learning are positively correlated with the student’s assessment of the ease of acquiring content in e-learning, and negatively correlated with the student’s assessment of the ease of acquiring content in traditional education; the easier the student assimilates innovative e-learning content, the higher the student’s evaluation of the advantages of e-learning; students who perceive e-learning content as difficult to absorb have low motivation to learn remotely; the better the student knows information technology, the more highly the student evaluates the advantages of innovative e-learning; the better resources to participate in e-learning activities the student has, the higher the student’s evaluation of the advantages of e-learning; the more often innovative e-learning solutions are used in a given university, the better the student assesses the advantages of e-learning.

Exploring Implementation of Animal-Assisted Interventions as Health Promotion Initiatives on University Campuses

In this study, we aimed to inform implementation of an animal-assisted intervention (AAI) in an Australian university setting by exploring previously implemented university AAIs. Universities internationally have attempted to address growing concerns around student and staff stress and anxiety by adopting AAIs. However, despite stress and anxiety being common among Australian students and staff, studies are yet to investigate the implementation of an AAI as a strategy to promote health and well-being in this context. Twelve academics who had previously implemented AAIs were recruited via purposeful intensity sampling, with data collected via semistructured interviews. Our findings highlight several facilitators to successful implementation of an AAI, along with strategies used to overcome barriers. Understanding how to amplify strengths and minimize challenges will support Australian universities to implement successful AAIs on campus and, in turn, assist in promoting improved student and staff well-being.

Fostering New Scientific Networks in the COVID Era and Beyond

Over the last 2 years, the COVID-19 pandemic has stimulated the scientific community by starting a race to develop new vaccines and therapeutic approaches to fight this life-threatening illness. At the same time, the pandemic also evoked an urge for innovative communication strategies to maintain scientific networking and data sharing among investigators. Communication through audiovisual platforms has quickly become a unique tool to sustain scientific interaction, whereas social media has turned into an unmistakable pivotal environment for sharing scientific data and combating misinformation around SARS-CoV-2 infection, prevention, and therapy. Amid this challenging scenario, the scientific community organically established new roles, such as a social media ambassador, a conference-associated role to virtually promote breakthrough science while reconnecting investigators and forging new scientific networks via social media. Moreover, in response to the COVID-19 pandemic, it also became clear the critical need for the scientific community to support efforts to empower flexibility, creativity, and the inclusion of new forms of communication to advance science. Thus, the goal of this brief article is to provide a structured follow-up on the importance for researchers to occupy the internet to promote scientific findings and events, to combat science mistrust by stimulating communication among nonscientists to scientists, and to provide essential strategies for young and senior investigators on how to virtually expand their professional networks within and across research and clinical areas of the cardiovascular field.

Comparative reflections of Australian and African female academics on working from home during COVID-19

The COVID-19 pandemic has taken a heavy toll on women globally, and female academics were no exception to the unprecedented, forced shift to working from home. Increased workloads, additional domestic responsibilities, and extended working hours have led to high levels of dissatisfaction among this group of academics. This disruption has also impacted mental and physical wellbeing. There has been limited research on the experiences of female academics during the transition to the new work environment in the early stages of the pandemic. This research compares the opportunities and challenges faced, as well as the support received, by female academics in Australia and Africa. Specifically, this study reports on the changing roles; demands of increased workloads; challenges, and opportunities faced both personally, and in general, an exploratory, qualitative approach was adopted in this study. An online questionnaire was developed and distributed through mailing lists in Africa and Australia; LinkedIn; as well as a personal invitation by the researchers on WhatsApp and email. Purposeful and snowballing sampling female academics in Australia and Africa were targeted, Inclusion criteria for this study were female academics employed at any higher education institution (HEI), private or public, in contract, and part-time and full-time employment in Australia and Africa since the start of the pandemic (February 2020). A total of 171 respondents (144 from Australia and 27 from Africa) were received from a larger, global study with 260 responses gathering data about female academics' experiences during COVID-19. The data were analyzed using thematic and inductive analyses. The study sheds light on workload, motivation, perceptions about career progression, and work status. The research contributes to the body of knowledge of femaleacademic work, gender disparity, and higher education impact during COVID-19. The research aims to add value to the literature that supports the growing feminism in academia to ensure HEIs support this cohort of academics.

Supporting Student Learning Needs in Tertiary Education: Institutional Support Structures Based on the Institutional Support Questionnaire

This article presents and focuses on the Institutional Support Questionnaire (ISQ) that was developed and validated to complement the Learning Needs Questionnaire (LNQ). While the LNQ, validated and published earlier, assessed students’ perceived learning needs, the ISQ assesses students’ psychological perspectives of their institution, particularly how they perceive their institution supports their learning. Both questionnaires work in tandem to support resource optimisation efforts in establishing targeted academic support structures within teaching-focused tertiary institutions. This study found that the 42-item ISQ had adequate psychometric properties and that institutional support could be represented by four factors (i.e., academic competency support, teaching practices, tutors’ characteristics, and use of technology in instruction) that reflected in large part the factors characterised by the LNQ (i.e., perceived academic competency, time management, preferred tutors’ characteristics, and use of technology). Practical applications of the use of both the ISQ and LNQ (i.e., how both could be applied in a tertiary education setting to identify perceived students’ learning needs and whether an institution is providing adequate support to meet these needs) and limitations on their use are discussed.

Pandemic-Related Stress May Be Associated with Symptoms of Poor Mental Health Among African Americans

The COVID-19 pandemic has disproportionately affected African Americans and has been a significant source of stress for this population due to increased economic hardship and social isolation. This study characterized the associations between COVID-19 vulnerability (e.g., contracting the illness or losing a loved one), pandemic-related stress, and symptoms of poor mental health among African Americans. The study sample included African Americans (N = 304) who responded to an online survey. Symptoms of poor mental health were assessed using the PHQ-4, which assessed symptoms of depression and anxiety. Vulnerability to COVID-19 was measured via self-report in three ways: (1) personal vulnerability, (2) family vulnerability, and (3) community vulnerability (i.e., friends, neighbors, and co-workers). Pandemic-related stress was measured by asking participants to rate how difficult it has been to access essential resources and services, manage finances, and plan or attend social events since March 13, 2020. Data were analyzed using multivariable logistic regression. Results showed that COVID-19 vulnerability was not associated with symptoms of depression or anxiety, but pandemic-related stress was consistently associated with symptoms of poor mental health. Study findings highlight the need to monitor and intervene on pandemic-related stress to prevent further psychological distress within this vulnerable and underserved population.

A Spatial Adaptation Strategy for Safe Campus Open Spaces during the COVID-19 Pandemic: The Case of Korea University

Open spaces on campus offer various opportunities for students. However, the coronavirus disease (COVID-19) pandemic has affected students’ comfort when occupying open spaces on campus. The purpose of this study is to investigate possible spatial adaptation strategies for safe campus open spaces during the COVID-19 pandemic. For this research, a case study was conducted using a mixed methodology with behavioral mapping that investigated students’ perceptions at Korea University, Seoul, Korea. A qualitative approach was first conducted with behavioral mapping; the results show that despite some behavioral and spatial changes, people still occupy open spaces on campus for various meaningful activities. A quantitative approach with structural equation modeling (SEM) was also conducted to understand the required spatial modifications to improve the safety of open spaces on campus. The positive correlation between (i) social distancing measures, (ii) health protocols, and (iii) accessibility and occupational comfort with (iv) individuals’ fear of COVID-19 as a positive moderation are the four hypotheses proposed in this study. The results suggest that social distancing measures have no correlation with occupational comfort, while accessibility has the largest positive correlation. Suggestions are presented for providing accessible and equally distributed open spaces on campus to avoid overcrowding. Spatial health protocols are also found to positively correlate with occupational comfort, and the perception of the severity of COVID-19 strengthens this correlation. Tangible physical measures to prevent the spread of the virus are necessary to improve students’ sense of comfort and safety in open spaces on campus.

COVID Academic Pandemic: Techno Stress Faced by Teaching Staff for Online Academic Activities

This paper analyzes the impact of the COVID-19 pandemic on the mental health of the teachers, specifically the techno stress arising in them as a result of issues faced by them in the use of technology when they conduct the online academic activities. It aims to assess the major factors related to the online teaching that specifically adds to techno stress on the teachers during the COVID-19 outbreak. Finally, the study aims to provide suggestions to the policymakers and the management of the universities so that the effect of the COVID-19's on teachers' mental health and the related techno stress can be reduced. This paper is a literature review of the articles on the notion of techno stress on teachers and their mental health by searching the related articles with these terminologies using the renowned search engines of Google Scholar and Web of Science. A combination of the terms such as Coronavirus, COVID-19, mental health, psychological distress, techno stress, and online teaching were used in the article search for the review. The literature has suggested that the COVID-19 outbreak has significantly affected the mental health of the employees in general and specifically, the teachers who are engaged in online academic activities and teaching in the universities. The paper has identified a few factors that are the cause of the techno stress and provides recommendations for the university management and the policy makers for minimizing their negative impact on the teachers, in terms of the techno stress and their mental health. Coronavirus is a new strain of the viruses that has badly engulfed the entire population of the world. It is even now badly rising and causing deaths while this article is in the writing phase. The article has addressed the mental health concerns of the university teachers as they are now working from home using ICT for delivering the lectures and conducting the online teaching and learning activities for the students at their universities. This is a matter of grave importance now and requires immediate attention. Hence, this article broadens the scope of the research on the corona virus and its impact on the university teachers.

Time Outdoors in Nature to Improve Staff Well-Being: Examining Changes in Behaviors and Motivations Among University Staff in the Use of Natural Outdoor Environments Since the Emergence of the COVID-19 Pandemic

Background

Work-related stress is of growing concern to employers because of its significant implications for employee dissatisfaction, reduced productivity, and lowered emotional and physical health. Job-related stress is particularly acute among staff members in higher education, negatively impacting the professional work and personal welfare of staff. During the COVID-19 pandemic, stress levels increased, due to work- and non-work-related factors. Work expectations and environments shifted, as did new non-work responsibilities, such as care of dependents. As a result, many people were forced to spend much more time at home. Given the anticipated levels of stress (higher) and the change in time spent at home (increased), we sought to explore if adults were spending more time outdoors, as compared to pre-pandemic times, and if so, for what purposes. We hypothesized that people would be spending more time outdoors in nature during the pandemic, and that they would be doing so to achieve some of the well-documented benefits including managing stress, and bolstering mental health and wellbeing. We further hypothesized that some staff would experience barriers to spending time outdoors in natural outdoor environments (NOEs), potentially limiting their ability to experience these beneficial effects.

Materials and Methods

This study surveyed 507 staff from a large United States university to examine the degree to which staff were spending time in natural outdoor environments (NOEs) during the pandemic (two time-points, compared to pre-pandemic), and whether and how nature-based routines changed as a result of its emergence. The study also examined whether staff were motivated to spend time in nature to improve their mental health and/or wellbeing.

Results

The majority of respondents reported spending more time in NOEs since COVID-19 emerged, particularly early in the pandemic. Respondents reported doing so for restorative purposes, including stress relief, improved mental health, and improved physical health. Relative accessibility of NOEs, both in terms of proximity and number of barriers to access, significantly impacted both time outdoors and the number of NOEs used. Access to safe, high-quality NOEs was not experienced equally across staff respondents; barriers to access tended to be higher among staff living with dependents or others in their household, and for staff who identify as non-White.

Conclusion

Spending time outdoors may have served as a protective factor for many university staff against some of the potentially detrimental effects of the pandemic, particularly reduced mental health and well-being. Universities can contribute to the ongoing well-being of their staff by supporting access to safe, high-quality NOEs on or adjacent to campus. This may also serve to reduce disparities in access to nature and experience of its benefits. Universities may also consider alternative work arrangements for staff to allow for more time for health and wellness self-care during the work day, including spending time outdoors in nature.

Remote Working and Home Learning: How the Italian Academic Population Dealt with Changes Due to the COVID-19 Pandemic Lockdown

The COVID-19 pandemic introduced changes in people’s lives that affected their mental health. Our study aimed to explore the level of psychological distress in the academic population during the lockdown period and investigate its association with the new working or studying conditions. The study sample included 9364 students and 2159 employees from five Italian universities from the study IO CONTO 2020. We applied linear regression models to investigate the association between home learning or remote working conditions and psychological distress, separately for students and employees. Psychological distress was assessed using the Hospital Anxiety and Depression Scale (HADS). In both students and employees, higher levels of distress were significantly associated with study/work–family conflicts, concerns about their future careers, and inadequacy of equipment; in employees, higher levels of distress were significantly associated with a lack of clarity on work objectives. Our results are in line with previous research on the impact of spaces and equipment in remote working/studying from home. Moreover, the study contributes to deepening the association between well-being and telework–family conflict, which in the literature is still equivocal. Practical implications require academic governance to promote sustainable environments both in remote and hybrid work conditions, by referring to a specific management by objectives approach.

Association between psychological distress and coping strategies among students engaged in online learning

Distant or online learning on digital platforms has become the norm in education worldwide, putting students under immense mental strain. The present study examined the association between psychological distress and coping strategies among students engaged in online learning. This study used a cross-sectional design. A structured questionnaire was sent to each of the 210 university students at two prestigious public and private universities in Bangladesh through email. Data was collected from March 26 to April 27, 2021. Severe psychological distress was found in 55.2 percent of the population. Younger age groups, public university students, students with no self-income, moderate aid from the university in providing resources from home, and students with existing mental health illnesses were significantly associated with psychological distress (p-value<0.05). Among all 14 items of Brief COPE, active coping, using emotional support, and self-blame significantly influenced the psychological distress instrument Kessler-10 (p-value<0.01). Given the perspective of this study, coping strategies alleviate stress and facilitate positive psychological outcomes. Students’ mental health is a prioritized issue that needs more attention. Because of its higher prevalence and adverse consequences, institution authorities should support each student by providing study materials, student loans, and scholarships. Routine screening will allow identifying students going through a difficult time who can get help from experts through counseling.

Job Demands, Resources, and Future Considerations: Academics' Experiences of Working From Home During the Coronavirus Disease 2019 (COVID-19) Pandemic

The coronavirus disease 2019 pandemic has severely affected workers, workplaces, and working practices. In the higher education setting, universities have shifted to distance learning, resulting in profound changes in academics' work. In this study, we aimed to describe academics' job demands and resources related to changes in working conditions during the pandemic, and to examine how these changes have affected the perceived occupational wellbeing of academics. Additionally, we aimed to investigate academics' expectations and concerns for future academic working practices following the pandemic. The data were collected through semi-structured interviews with 26 academics working at various universities in Sweden. A content analysis was used to identify the key themes from the transcribed interviews. The results indicated that academics experienced a lack of face-to-face communication, absence of an academic environment, work overload, and work-home interference as demanding during the pandemic. In relation to resources, online communication options, appropriate working conditions, organizational-social support, and individual factors were perceived as important. Most respondents perceived negative occupational wellbeing outcomes. However, academics who had the appropriate resources were less likely to be affected by job demands. Academics' expectations for future academic work included continuation of working online, flexibility in the choice of workspace, and strengthened digital capacity. Their concerns were related to a lack of face-to-face interaction, management actions and economic implications, and pure digital education. This paper contributes to the literature by illustrating the complexity and diversity of experiences and preferences among academics that are important for universities to consider when organizing and managing future academic work.

Student and Educator Perspectives of Adapting to Remote Health Professions Education: A Mixed-Methods Study

During the COVID-19 pandemic, universities across the world transitioned rapidly to remote education. Engaging with a curriculum that has been transitioned from in-person to remote education mode is likely to impact how students and educators adapt to the changes and uncertainties caused by the pandemic. There is limited knowledge about individual differences in students' and educators' adaptability to remote education in response to the pandemic. This paper explored healthcare students' and educators' adaptability experiences to remote education. Drawing on pragmatism, a convergent mixed-methods design was adopted. Data were collected between May and August in 2020 using an online survey, followed by interviews with students and educators of five large health courses at an Australian research-intensive University. Data included 476 surveys and seven focus group interviews with 26 students, and 95 surveys and 17 individual interviews with educators. Results were interpreted through an integration of quantitative and qualitative elements from student and educator experiences. Findings indicated that students were less adaptable than educators. Whilst remote learning was less appealing than in-person learning, some students adapted well to the new learning environment. Limited social learning, transmissive pedagogy, and lack of technical and non-technical skills were identified as factors that impacted upon the experience of students and educators. Navigating the challenges associated with remote education provided students and educators with a unique opportunity to improve adaptability—an attribute critical for future uncertainties in healthcare practice.

Subjective Wellbeing and Its Associated Factors among University Community during the COVID-19 Pandemic in Northern Malaysia

Lockdown implementation during COVID-19 pandemic has caused many negative impacts in various aspect of life, including in the academic world. Routine disruption to teaching and learning environment has raised concerns to the wellbeing of university staff and students. This study aimed to examine the subjective wellbeing of the university community in Northern Malaysia during lockdown due to COVID-19 pandemic and the factors affecting it. An online cross-sectional survey involving 1148 university staff and students was conducted between March and April 2020. The research tools include the Personal Wellbeing Index (PWI) to assess subjective wellbeing and the Depression, Anxiety and Stress 21 (DASS-21) scale for psychological distress. While we found the subjective wellbeing score in our study population was stable at 7.67 (1.38), there was high prevalence of anxiety, depression, and stress with 27.4%, 18.4%, and 11.5%, respectively. The students reported higher levels of psychological distress compared to staff. The PWI score was seen to be inversely affected by the depression and stress score with a reduction in the PWI score by 0.022 (95% CI −0.037 to −0.007) and 0.046 (95% CI −0.062 to −0.030) with every one-unit increment for each subscale, respectively. Those who perceived to have more difficulty due to the lockdown also reported low subjective wellbeing. Thus, it is crucial to ensure policies and preventative measures are in place to provide conducive teaching and learning environment. Additionally, the detrimental psychological effects especially among students should be addressed proactively.

For better or worse: Relationship change in Thailand during COVID-19

Objective

Novel infectious diseases have the potential to both strengthen or weaken interpersonal relationships within a society. In a collectivist setting such as Thailand amplification of relationships may be particularly marked, but may be associated with individual factors, including personal values and perceived control over the virus.

Methods

A national on-street survey in Thailand (April 2020, N = 1,000), collected data from five regions across the country (response rate 82.6%). Participants reported demographics, anxiety, perceived control, and personal values of security and universalism, and indicated changes, from negative to positive, across four relationship types (relationship partners, family, friendships and neighbourhood).

Results

While relationship changes were small overall, there was an improvement in close relations (partners, family members) but not amongst friends and neighbours. Respondents who were married without children recorded less enhancement of partnerships, friendships and neighbourhood relations. Those with less perceived control over the infection reported relationship decline, while single people reported fewer positive changes in their partnership or family relations. Multiple regression analyses demonstrated the prioritisation of security was associated with a decline in each of the relationships, while universalism was positively associated with change in the family, in friendships and neighbourly relations.

Conclusions

Personal values and marital status may impact on relationship functioning during a national health crisis. These issues should be considered by clinicians and health practitioners when trying to assist those struggling with interpersonal relations during a pandemic.

“Compared to COVID, HIV Is Nothing”: Exploring How Onshore East Asian and Sub-Saharan African International Students in Sydney Navigate COVID-19 versus BBVs/STIs Risk Spectrum

Background: While a large body of evidence indicates changes in alcohol and other drug use among young people as a result of the COVID-19 pandemic, there is a lack of evidence around changes in sexual practices and how the pandemic may be impacting the potential spread of blood-borne viruses and sexually transmissible infections (BBVs/STIs). Most of what we know about sex during COVID-19 lockdowns is largely based on solitary sexual practices, which may not answer the critical question around how the pandemic may be shaping sexual practices among young people. Against this backdrop, this study explored how the COVID-19 pandemic may be shaping BBVs/STIs risk and protective practices among a sample of onshore African and Asian international students in Sydney, Australia. Methods: This phenomenological qualitative study involved semi-structured telephone and face-to-face interviews with 16 international university students in Sydney, between September 2020–March 2021. Generated data were coded using NVivo and analysis was guided by reflexive thematic analysis. Results: Participants reported elevated mental health distress because of the COVID-19 pandemic. Some participants reported engaging in casual sexual hook-ups as a strategy to mitigate the mental health distress they were experiencing. Some of these sexual hook-ups were condomless partly because COVID-related disruptions impacted condom accessibility. Additionally, the preventive practices of some participants who were sexually active during the lockdowns were focused on preventing COVID-19, while the risk of BBVs/STIs were downplayed. Conclusions: This study indicates a need for a comprehensive public health response to the evolving and near-endemic COVID-19 situation. Such a comprehensive approach should focus on empowering young people to prevent both SARS-CoV-2 and BBVs/STIs.

Effects of the COVID-19 Pandemic on Chinese Graduate Students' Learning Activities: A Latent Class Analysis

To investigate the impact of the pandemic on graduate students' learning activities, a series of questionnaires were distributed to graduate students in universities across China, and 2,818 responses were collected. A latent class analysis was performed to classify the effects of the pandemic on graduate students' learning activities. Then, a multinomial logistic regression analysis and an analysis of variance analysis were carried out to explore the impact of demographic variables on the classification and their mental health status. The analysis identified four latent classes: "the overall less affected" (34.83%), "the overall more affected" (31.97%), "course activities were more affected" (19.40%), and "social activities were more affected" (13.79%). The multinomial logistic regression analysis indicated that during the pandemic, the learning activities of graduate students in all grades were affected to varying degrees, and the impacts on second-year and third-year graduate students were greater than those of first-year graduate students. The analysis of variance revealed that the scores for anxiety, depression, and social anxiety of "the overall more affected" were significantly greater than those of the other three groups, and nearly one-third of students belonged to this class, suggesting that more attention and care should be given to these students. As a result of the COVID-19 pandemic, a number of graduate students have suffered mental problems (anxiety and depression). Under the current backdrop of a new normal, schools and teachers should pay attention to graduate students' mental health, providing targeted assistance to different types of students.

How Do Different Types of University Academics Perceive Work from Home Amidst COVID-19 and Beyond?

The COVID-19 pandemic resulted in a massive and unintentional shift to work from home (WFH) or working remotely, as well as broad adoption of web-based platforms. The goal of this research is to uncover the attitudes to WFH among different types of academics in the Sri Lankan higher education sector. An online questionnaire survey was conducted amidst a severe COVID-19 wave during June–September 2021, and 337 valid responses were received. The questionnaire contained 49 questions under four sections excluding demographic questions. The gathered data were analysed using multiple regression models. Results of the study ascertained a significant (p < 0.01) positive attitude among academics towards online teaching (academic orientation), other than academics who from disciplines with more practical components, and there was a significant (p < 0.01) positive attitude among academics to conducting research (research orientation) while WFH. Further, the findings indicate a significant (p < 0.01) negative attitude to WFH when disseminating knowledge and engaging in community services with various stakeholders. When considering the criticality of demographics variables in the new normal, a hybrid working model can be introduced by reaping the benefits of WFH based on different types of academic orientations and their favourability towards the WFH model, rather than reverting to a full physical academic working environment. As a developing country, Sri Lanka can formulate policies on effective hybrid working models for academics to realise the potential from the lessons learned. This experience will enable the country to accomplish or move towards accomplishing the fourth goal of SDGs, quality education by 2030.

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

BACKGROUND

The COVID-19 pandemic has caused extraordinary disruptions to education systems globally, forcing a rapid switch from conventional to online education. Although some qualitative studies have been carried out exploring the online education experiences of nursing students and faculty members during the COVID-19 pandemic, to our knowledge, no study has used the Photovoice approach.

OBJECTIVES

To explore the experiences of nursing students and faculty members as related to online education during the COVID-19 pandemic.

DESIGN

A descriptive qualitative design using Photovoice was adopted.

SETTING

The study took place across five countries and one city in Southeast Asia (Indonesia, Malaysia, the Philippines, Thailand, Vietnam, and Hong Kong).

PARTICIPANTS

Fifty-two nursing students and twenty-eight nursing faculty members who participated in online education during the COVID-19 pandemic.

METHODS

Each participant submitted one photo substantiated with written reflections. Data were analysed using thematic analysis. Ethical approval was obtained from institution-specific ethics boards.

RESULTS

Three themes and eleven sub-themes emerged from the data. The three main themes were: 1) Psychological roadblocks to online education; 2) Developing resilience despite adversities; and 3) Online education: What worked and what did not.

CONCLUSION

Through Photovoice, the reflections revealed that nursing students and faculty members were generally overwhelmed with the online education experience. At the same time, participants were satisfied with the flexibility and convenience, opportunities for professional and personal development and safety afforded by online education. However, concerns over academic integrity, practical skills and clinical competencies, engagement and participation, the duality of technology and social isolation out-shadowed the advantages. It is worthwhile to explore the concerns raised to enhance online education across the nursing curriculum.