Parent rated bedtime resistance and comorbidity may predict levels of attention among Turkish children diagnosed with ADHD in on-line education classes during the COVID-19 outbreak

OBJECTIVE

This study aimed to compare the attention levels, of Turkish children and adolescents with Attention Deficit/ Hyperactivity Disorder (ADHD) in on-line education classes with healthy controls.

METHODS

This study is a cross-sectional, internet-based, case-control study that recruited 6-18 years old patients diagnosed with ADHD and receving treatment and healthy controls from eight centers. The measurements used in the study were prepared in the google survey and delivered to the participants via Whatsapp application.

RESULTS

Within the study period, 510 children with ADHD and 893 controls were enrolled. Parent- rated attention decreased significantly in both groups during on-line education classes due to COVID-19 outbreak (p<0.001; for each). Children and adolescents with ADHD had significantly elevated bedtime resistance, problems in family functioning difficulties than control children according to parental reports (p=0.003; p<0.001; p<0.001, respectively). Furthermore, bedtime resistance and comorbidity significantly predicted attention levels in on-line education.

CONCLUSION

Our findings may underline the need to augment student engagement in on-line education both for children without attention problems and those with ADHD. Interventions shown to be effective in the management of sleep difficulties in children as well as parent management interventions should continue during on-line education.

When Things Happen - The Story of COVID-19, Palliative Care, and An NGO

Several natural disasters and the appearance of the coronavirus disease 2019 (COVID-19) pandemic created stressful situations to many health-care workers in the Philippines. New health-related challenges surfaced, and health-care workers felt lost since many of the challenges were either directly or indirectly caused by the fast-spreading coronavirus infections and its variants. Further, the way people die also changed, causing confusion and influencing the Filipino grief and bereavement processes. In response to the need of the health-care workers, a nongovernmental organization (NGO) through its education portal created and offered free webinars, aimed to help health-care workers understand and make sense of what was happening, thus empowering them with knowledge on how to manage the challenges and provide better care to the patients and the community as well. This article relates the process of planning and implementing online webinars during the era of social distancing and COVID-19 pandemic.

Developing social presence in online learning among nurses: Exploration of the community of inquiry models domain of social using a qualitative descriptive design

There is marked increase in the demand for online learning in nursing curriculums. However, online learning has been criticised for being detached and impersonal resulting in low levels of engagement. In a world that is rapidly shifting to online learning as a result of the global COVID-19 pandemic creating quality online learning environments has become more pressing. The Community of Inquiry (COI) is a well-established model used to frame online environments in many disciplines including nursing. The COI model proposes that social, cognitive and teacher presences must exist in the online learning space for learning to occur. It is argued that social presence remains less understood despite being one of the essential elements. Therefore, the objectives of this study were to understand how facilitators and participants engage with and use a social presence in an online seminar. It is concluded that when facilitators include the use of a social presence in the design of the online learning space in-depth engagement with online content also increases. This can happen rapidly (less than an hour) and continue for several weeks. It is deduced that a social presence enhances a sense of realness among participants of online learning and through an increased sense realness engagement increases.

The University of California San Francisco (UCSF) Training Program in Implementation Science: Program Experiences and Outcomes

Purpose: We evaluated outcomes of trainees who have completed the Certificate program in Implementation Science at the University of California San Francisco.

Methods: All students who completed the in-person Certificate Program between 2008 and 2015 (n = 71), or the online Certificate Program between 2016 and 2017 (n = 13), were eligible for our study. We assessed the potential impact of the Certificate Program on the professional development of trainees, through participant surveys on their self-reported level of comfort with pre-defined competencies, and on academic productivity.

Results: Of eligible trainees, 54 in-person (77%) and 13 online (100%) Certificate Program participants completed surveys. In-person trainees reported a total of 147 implementation science-related publications in peer-reviewed journals (median 3 publications/trainee, IQR 1–15). Thirty-four trainees (63%) reported being a Principal Investigator (PI) of 64 funded implementation science-related grants (median 2 grants/trainee, IQR 1–4). Fifteen percent (15%, n = 8) of participants reported receiving an NIH grant on which they were the PI, including R01 or P01 level funding (n = 4, 7%) and K awards (n = 3, 6%). Both in-person and online trainees reported median high to moderate confidence for all 12 competencies assessed. Confidence waned in skills aligning with later stages of implementation research for all trainees.

Conclusion: The moderate to high confidence in all competencies assessed and reported high level of academic productivity support the benefits of intensive, graduate-level training focused on applied methods to support career development of implementation scientists.