The christian religious education teachers' attitudes toward the five-stage lesson plan framework in Kenya: A gender-based analysis

New approaches have emerged in teaching Christian Religious Education (CRE). Five-stage lesson plan framework (FSLP) is one of the innovative approaches applicable in all learning areas. Even though the framework is learner-oriented, understanding teachers' attitudes towards the framework are essential. Developing a positive attitude among the stakeholders remains crucial in implementing any teaching approach. Therefore, this study assessed gender differences in the attitude toward the five-stage lesson plan framework among CRE teachers in Meru County, Kenya. A multi-stage sampling technique randomly selected 143 and 83 female and male CRE teachers. Using a semi-structured questionnaire, quantitative data were collected in a cross-sectional survey. Chi-square and t-test statistics were applied to test the statistical significance of the dummy and mean value of continuous variables using sex-disaggregated data. The study revealed that teachers' attitudes towards the FSLP framework did not significantly differ between male and female teachers. The study employed multiple linear regression modeling to assess the determinants of the attitudes towards the five-stage lesson plan framework for male, female, and pooled teachers. Similar determinants influenced teachers' attitudes towards the FSLP framework: academic qualification, teaching experience, utilization, and awareness. Researchers established that educational qualification was a negative and significant determinant of attitudes towards the FSLP framework among the participants. Teaching experience, awareness, and utilization of the FSLP framework among CRE teachers were positive and significant determinants of the attitudes towards the FSLP framework. The study findings implied development of policies inclined to the attitudes supporting the proper implementation of newly emerged teaching strategies among the stakeholders. The supplement schemes should be restructured and shaped to meet teachers' specific needs and preferences regarding the utilization of educational innovations to enable CRE teachers to select and practice the FSLP framework.

Lasater clinical judgment rubric reliability for scoring clinical judgment after observing asynchronous simulation and feasibility/usability with learners

BACKGROUND

There is strong evidence supporting using the Lasater Clinical Judgment Rubric (LCJR) for scoring learners' clinical judgment during in-person simulation performance and clinical experience reflections. However, a gap exists for using LCJR to evaluate clinical judgment after observing asynchronous simulation.

OBJECTIVE

We aimed to determine the reliability, feasibility, and usability of LCJR for scoring learners' written reflections after observing expert-modeled asynchronous simulation videos.

DESIGN/SETTING/PARTICIPANTS

We used a one-group, descriptive design and sampled pre-licensure, junior-level bachelor's learners from the Southwestern United States.

METHODS

Participants observed eight expert-modeled asynchronous simulation videos over one semester and provided written responses to clinical judgment prompts. We scored clinical judgment using LCJR. We studied reliability by measuring internal consistency of 11 clinical judgment prompts and interrater reliability with two raters. This study also investigated feasibility and usability of the asynchronous simulation learning activity using descriptive statistics. Feasibility included time learners spent completing written responses and time raters spent evaluating written responses. Learners reported usability perceptions using an instructor-developed survey.

RESULTS

Sixty-three learners completed 504 written responses to clinical judgment prompts. Cohen's kappa ranged from 0.34 to 0.86 with a cumulative κ = 0.58. Gwet's AC ranged from 0.48 to 0.90, with a cumulative AC = 0.74. Cronbach's alpha was from 0.51 to 0.72. Learners spent on average 28.32 ± 12.99 min per expert-modeling video observation. Raters spent on average 4.85 ± 1.34 min evaluating written responses for each participant. Learners reported the asynchronous learning activity was usable.

CONCLUSIONS

Nurse educators can reliably use LCJR for scoring learners' clinical judgment after observing asynchronous expert-modeled simulation. Logistically, learners complete the reflective learning activity and faculty use LCJR to measure clinical judgment in feasible time. Further, participants perceived the asynchronous learning activity usable. Nurse educators should utilize this learning activity for evaluating and tracking observer clinical judgment development.

Fatigue after COVID-19 in non-hospitalized patients according to sex

BACKGROUND

Limited evidence exists on sex differences in post-COVID fatigue among non-hospitalized patients. Therefore, aim of the study was to evaluate the course of chronic fatigue symptoms in non-hospitalized subjects with the SARS-CoV-2 infection, according to sex.

METHODS

Patients and staff from the University Hospital in Krakow anonymously and retrospectively completed neuropsychological questionnaire that included eight symptoms of chronic fatigue syndrome. The presence of these symptoms was assessed before COVID-19 and 0-4, 4-12, and >12 weeks postinfection. The inclusion criteria were as follows: age 18 or more years, >12 weeks since the onset of the SARS-CoV-2 infection, and diagnosis confirmed by the RT-PCR from anasopharyngeal swab.

RESULTS

We included 303 patients (79.53% women, 47.52% medical personnel) assessed retrospectively after a median of 30 (interquartile range: 23-35) weeks since the onset of symptoms. A higher prevalence of at least one chronic fatigue symptom was found in females in all time intervals after the onset of COVID-19 compared to males (p < .036). Women, compared to men, more often experienced persistent fatigue, not caused by effort and persisting after rest (for <4 weeks, odds ratio [OR] = 2.31, 95% confidence interval [CI]: 1.13-4.73; for 4-12 weeks, OR = 1.95, 95% CI: 1.06-3.61), non-restorative sleep (for <4 weeks, OR = 2.17, 95% CI: 1.23-3.81; for >12 weeks, OR = 1.95, 95% CI: 1.03-3.71), and sore throat (for <4 weeks, OR = 1.97, 95% CI: 1.03-3.78; for 4-12 weeks, OR = 2.76, 95% CI: 1.05-7.27). Sex differences in headache, arthralgia, and prolonged postexercise fatigue were observed only during the first 4 weeks (OR = 2.59, 95% CI: 1.45-4.60, OR = 2.97, 95% CI: 1.02-8.64, and OR = 1.87, 95% CI: 1.01-3.51, respectively). There were no differences between women and men in myalgia and self-reported lymph node enlargement.

CONCLUSIONS

The course of post-COVID fatigue differs significantly between sexes in non-hospitalized individuals with COVID-19, with women more often suffering from persistent fatigue, not caused by effort and persisting after rest, non-restorative sleep, and sore throat.

Brain Fog and Quality of Life at Work in Non-Hospitalized Patients after COVID-19

Background: There is still a need for studies on the quality of life (QoL) at work among COVID-19 survivors. Therefore, we aimed to evaluate the association between the brain fog symptoms and the QoL at work in non-hospitalized patients with previous SARS-CoV-2 infection. Methods: Three hundred non-hospitalized patients (79.33% women; median age, 36 years; interquartile range, 30-48 years) were included in the final analysis. An anonymous neuropsychological questionnaire containing eight different questions on the presence of brain fog symptoms in four time intervals, i.e., pre-COVID-19 and 0-4, 4-12, and >12 weeks after infection, was retrospectively introduced to patients and staff of the University Hospital in Krakow. Additionally, a four-point Likert scale was used to evaluate QoL at work in four time periods. Included were participants aged ≥ 18 years in whom the diagnosis of COVID-19 was confirmed by the RT-PCR from nasopharyngeal swab and the first symptoms occurred no earlier than 3 months before the completion of the questionnaire. Results: Before SARS-CoV-2 infection, 28.00% (n = 84) of patients reported poor QoL at work. Within 4, 4-12, and >12 weeks after infection, a decrease in QoL was observed in 75.67% (n = 227), 65.00% (n = 195), and 53.66% (n = 161) of patients, respectively (p < 0.001). With increasing deterioration of the QoL at work, the number of brain fog symptoms increased, and patients with severe QoL impairment exhibited a median of five symptoms for <4, 4-12, and >12 weeks post-COVID-19. In the multivariable logistic regression model, predictors of the deterioration of the QoL at work depended on the time from COVID-19 onset; in the acute phase of the disease (<4 weeks), it was predicted by impairment in remembering information from the past (OR 1.88, 95%CI: 1.18-3.00, p = 0.008) and multitasking (OR 1.96, 95%CI: 1.48-2.58, p < 0.001). Furthermore, an impairment in the QoL at work 4-12 weeks and >12 weeks after COVID-19 was independently associated with age (OR 0.46, 95%CI: 0.25-0.85, p = 0.014 and OR 1.03, 95%CI: 1.01-1.05, p = 0.025, respectively), problems with multitasking (OR 2.05, 95%CI: 1.40-3.01, p < 0.001 and OR 1.75, 95%CI: 1.15-2.66, p = 0.009, respectively), answering questions in an understandable/unambiguous manner (OR 1.99, 95%CI: 1.27-3.14, p = 0.003 and OR 2.00, 95%CI: 1.47-2.36, p = 0.001, respectively), and, only for the >12 week interval, problems with remembering information from the past (OR 2.21, 95%CI: 1.24-3.92, p = 0.007). Conclusions: Certain brain fog symptoms, such as impaired memory or multitasking, are predictors of a poorer QoL at work not only during the acute phase of COVID-19 but also within more than 12 weeks after the onset of infection.

The Impact of Adaptive Learning in Entrepreneurial Behavior for College Students

Entrepreneurship of college students has always been a hot topic in families, schools and society. Massive studies aim to explore entrepreneurial behavior. However, under the condition of the 10% success rate of student entrepreneurship, the adverse impact of COVID-19 and the changed circumstance of domestic entrepreneurship, this exploration aims to study the factors that influence college students' entrepreneurial behavior choices under the epidemic. First, through the retrieval of relevant literature and theoretical study, the variable factors that affect behavior choices are sorted and summarized. It is assumed that the factors that affect behavior choices are entrepreneurial motivation, entrepreneurial ability, willingness to behave, and entrepreneurial environment. Second, a questionnaire is designed to investigate the choice of entrepreneurial behavior for students who are starting a business or going to start a business. The standard effect values of the survey results are calculated by using structural equation modeling (SEM). The results reveal that the effect values of the nine hypothetical results are all in line with the prediction, which prove a positive impact of the four variable factors on the choice of entrepreneurial behavior. The experimental parameters set are as follows. The standardized effect value of Hypothesis 1 (entrepreneurial motivation has a positive impact on entrepreneurial behavior choice) is 0.216; that of Hypothesis 2 (entrepreneurial ability has a positive impact on the choice of entrepreneurial behavior) is 0.221; that of Hypothesis 3 (willingness to behave has a positive impact on entrepreneurial behavior choice) is 0.284; that of Hypothesis 4 (entrepreneurial environment has a positive impact on the choice of entrepreneurial behavior) is 0.329; that of Hypothesis 5 (entrepreneurial motivation has a positive impact on entrepreneurial intention) is 0.247; that of Hypothesis 6 (entrepreneurial ability has a positive impact on willingness to behave) is 0.339; that of Hypothesis 7 (entrepreneurial ability has a positive impact on entrepreneurial motivation) is 0.357; that of Hypothesis 8 (entrepreneurial environment has a positive impact on willingness to behave) is 0.336; that of Hypothesis 9 (entrepreneurial environment has a positive impact on entrepreneurial motivation) is 0.485. Besides, the entrepreneurial environment has the greatest impact on behavior choice. Therefore, it is believed that the government, society, schools need to strengthen the correct guidance of entrepreneurial students and create a good entrepreneurial environment to cope with economic changes under the epidemic.

Validation of the Multidimensional Assessment of Interoceptive Awareness (MAIA-2) questionnaire in hospitalized patients with major depressive disorder

OBJECTIVES

Interoception refers to the sensation, interpretation, and integration of internal somatic signals. Abnormalities in self-reported interoception are prevalent features of major depressive disorder (MDD) and may affect treatment outcomes. In the present study, we investigated the psychometric properties of the revised eight-dimensional and 37-item Multidimensional Assessment of Interoceptive Awareness questionnaire (the MAIA-2) in a severely depressed sample, after translating two updated scales (Not-Distracting, Not-Worrying) into German. Specifically, we examined the measure's internal consistency reliability, sensitivity to change, and minimal important differences (MID) with a focus on patient's antidepressive responses to treatment.

METHODS

The study enrolled 110 participants (age: M = 46.85, SD = 11.23; female: 55.45%) undergoing hospital treatment, of whom 87 were included in the pre-post analysis. Participants completed a German translation of MAIA-2 and the Beck Depression Inventory-II (pre-/post-treatment). Internal consistency reliability was determined by Cronbach's α/McDonalds's ω, sensitivity to change was determined by effect sizes, and MIDs were determined by distribution- (0.5*SD) and anchor-based approaches (mean change method; ROC curve cut-points).

RESULTS

Depression severity reduced over the course of treatment (Median = -65.22%), and 34.48% of patients achieved remission. Reliability was appropriate for post-treatment (range of ω: .70-.90), but questionable for two pre-treatment scales (Noticing: ω = .64; Not-Distracting: ω = .66). The eight dimensions of MAIA-2 were sensitive to change (standardized response mean: .32-.81; Cohen's effect size: .30-.92). Distribution-based MIDs (.38-.61) and anchor-based mean change MIDs (remission vs. partial response: .00-.85; partial response vs. nonresponse: .08-.88) were established on the group level. For six scales, ROC cut-points (remission: .00-1.33; response: -.20-1.00) demonstrated accurate classification to treatment response groups on the individual level.

CONCLUSIONS

This study demonstrated the applicability of the MAIA-2 questionnaire in MDD. The updated version may have led to reliability improvements regarding the revised scales, but subthreshold reliability was evident prior to treatment. The measure's dimensions were sensitive to change. MIDs were established that corresponded with antidepressive treatment outcomes. Our findings are consistent with a growing area of research which considers somatic feelings as key contributors to mental health.