Search Results (19)

The rise in online learning, accelerated by the COVID-19 pandemic, has led to greater use of synchronous hybrid learning (SHL) in higher education. SHL allows simultaneous teaching of in-person and online learners through videoconferencing tools. Previous studies have identified various benefits (e.g., flexibility) and challenges (e.g., student engagement) to SHL. Whilst systematic reviews have emerged on this topic, few studies have considered the experiences of staff. The aim of this review was threefold: (i) to better understand how staff experiences and perceptions are assessed, (ii) to understand staff experiences in terms of the benefits and challenges of SHL and (iii) to identify recommendations for effective teaching and learning using SHL. In line with the PRISMA guidance, we conducted a systematic review across four databases, identifying 14 studies for inclusion. Studies were conducted in nine different countries and covered a range of academic disciplines. Most studies adopted qualitative methods, with small sample sizes. Measures used were typically novel and unvalidated. Four themes were identified relating to (i) technology, (ii) redesigning teaching and learning, (iii) student engagement and (iv) staff workload. In terms of recommendations, ensuring adequate staff training and ongoing classroom support were considered essential. Additionally, active and collaborative learning were considered important to address issues with interactivity. Whilst these findings largely aligned with previous work, this review also identified limited reporting in research in this area, and future studies are needed to address this. Full article

Introduction: The rising prevalence of chronic diseases such as diabetes poses significant challenges to healthcare systems globally, requiring specialized care and management. Nurses play an essential role in educating and caring for patients, but current continuing education programs often fail to meet the practical needs of clinical settings. Methods: This study used a qualitative descriptive–interpretative approach, conducting semi-structured interviews with 24 nurses working in primary care and hospital settings across Spain. The interviews focused on their experiences, perceptions, and educational needs in diabetes care. A thematic analysis was performed to identify key trends and insights. Results: Nurses emphasized the importance of ongoing education in building professional confidence and improving patient care outcomes. However, they reported significant barriers, including limited time, high costs, and a lack of practical focus in existing training programs. Participants favored hybrid learning models, which combine the flexibility of online training with the hands-on experience of in-person sessions. Nurses in rural areas highlighted the value of virtual training to overcome geographic constraints, while those in urban environments preferred hybrid approaches. Additionally, nurses called for accessible and concise resources, such as digital libraries and clinical simulations, to support decision making in real time. Conclusions: To be effective, diabetes- and ostomy-focused continuing education must align with nurses’ clinical realities and individual needs. Combining digital tools with practical in-person learning can enhance accessibility and foster the practical application of skills. These findings provide actionable insights for designing education programs that advance both patient care and nurses’ professional development. Full article

The COVID-19 pandemic scenario has witnessed a rise in remote working arrangements, moving away from traditional office settings, which increasingly calls into question employees’ sense of belongingness as a top human capital issue in order to favor both workers’ productivity and well-being. Organizational belongingness refers to employees’ sense of personal connectedness with the organization, which makes them feel they are an integral part of the organizational system. This study examines the effects of organizational belongingness on workplace stressors (i.e., organizational constraints, interpersonal conflict, work–family conflict) and subsequent employee productivity (i.e., cognitive failures, performance) and well-being (i.e., mental health, exhaustion). Using a multilevel multigroup design with anonymous survey data collected from a sample of 1449 in-person and 514 flexible (i.e., remote and hybrid) workers from 205 organizations, the structural invariance analyses performed in this study suggested a similar pattern of results for in-person and flexible workers. Specifically, belongingness negatively predicted employees’ perception of organizational constraints, interpersonal conflict, and work–family conflict. Moreover, while belongingness positively predicted performance and mental health, it negatively predicted cognitive failures and exhaustion, both directly and indirectly through work stressors. Finally, organizational constraints, interpersonal conflict, and work–family conflict positively predicted cognitive failures and exhaustion, whereas organizational constraints and work–family conflict did not predict performance. Additionally, work–family conflict and interpersonal conflict negatively predicted mental health, whereas organizational constraints negatively predicted mental health. The theoretical and practical implications of these findings are discussed in light of the globally widespread use of flexible work options and costs related to workers’ productivity and well-being. Full article

This study provides critical policy insights into the U.S. students’ academic achievement trends and the impacts of remote learning policies and practices during the COVID-19 pandemic. Linking cross-state education assessment and survey datasets, it applies multivariate regression and case study methods to examine the relationship between remote learning policies and student achievement in reading and math. The results reveal large cross-state variations in outcomes along with regional patterns of in-person vs. remote learning policy divides. The states that adopted top-down, stringent school closure/reopening policies and relied more on remote instruction experienced relatively larger achievement declines. The government’s funding support, teacher help, and home learning resources such as technology did not work. In contrast, the states that adopted flexible school closure/reopening policies with more in-person instruction reported smaller achievement losses. Further, students’ digital literacy and remote learning self-efficacy such as online searching and help-seeking worked. The policy and research implications are discussed. Full article

The use of flexible work arrangements (e.g., remote, hybrid) has spread during the pandemic and cumulative studies provide mixed findings on the positive vs. negative consequences of these working methods for employees and organizations. The present study examined the potentially curvilinear effects of employees’ attitude towards flexible work options (i.e., flexible work orientation; FWO) on individual- (i.e., performance, job satisfaction, stress, work-to-family conflict, family-to-work conflict) and organization-related outcomes (i.e., organizational social support, organizational justice, affective organizational commitment). Anonymous survey data were collected in 2021 from 1061 in-person and flexible workers nested within 100 Italian organizations. Measurement invariance across the two subsamples was supported and subsequent structural model analyses suggested a differential pattern of results for in-person and flexible workers. Results indicated a curvilinear U-shaped relationship between FWO and organizational support, justice, commitment and job satisfaction for the in-person subsample as compared to a positive linear relationship for flexible workers. Moreover, in both samples of flexible and in-presence workers, FWO exerted a positive linear effect on performance and a mainly negative linear effect on stress, WFC and FWC. Overall, flexible workers displayed linear relationships among all the study variables, whereas in-person workers showed the curvilinear effects of FWO on support, justice, commitment and satisfaction, all of which increased at high levels of employees’ positive attitude towards FWO. Results are discussed in light of the globally elevated rates of flexible work arrangements and mixed findings on their implementation. Full article

The rapid deployment of virtual primary care visits served as a first-line response to COVID-19 and can now be examined for insights, particularly as virtual care is playing an ongoing role in patient care and consultations. Input from primary care providers directly responsible for virtual care delivery is needed to inform policies and strategies for quality care and interactions. The overarching goal of this research study was to examine the use of virtual care as a mechanism for primary healthcare delivery. A phenomenological approach investigated the shift in primary care service delivery as experienced by primary care providers and initiated during the COVID-19 pandemic. Focus groups were conducted with primary care providers (n = 21) recruited through email, advertisements, and professional organizations, exploring how virtual care was delivered, the benefits and challenges, workflow considerations, and recommendations for future use. Integrating virtual care was performed with a great deal of autonomy as well as responsibility, and overwhelmingly depended on the telephone. Technology, communication, and workflow flexibility are three key operational aspects of virtual care and its delivery. Providers highlighted cross-cutting themes related to the dynamics of virtual care including balancing risk for quality care, physician work/life balance, efficiency, and patient benefits. Primary care providers felt that virtual care options allowed increased flexibility to attend to the needs of patients and manage their practice workload, and a few scenarios were shared for when virtual care might be best suited. However, they also recognized the need to balance in-person and virtual visits, which may require guidelines that support navigating various levels of care. Overall, virtual care was considered a good addition to the whole ‘care package’ but continued development and refinement is an expectation for optimizing and sustaining future use. Full article

Mate Marote is an open-access cognitive training software aimed at children between 4 and 8 years old. It consists of a set of computerized games specifically tailored to train and evaluate Executive Functions (EF), a class of processes critical for purposeful, goal-directed behavior, including working memory, planning, flexibility, and inhibitory control. Since 2008, several studies were performed with this software at children’s own schools in interventions supervised in-person by cognitive scientists. After 2015, we incorporated naturalistic, yet controlled, interventions with children’s own teachers’ help. The platform includes a battery of standardized tests, disguised as games, to assess children’s EF. The main question that emerges is whether the results, obtained with these traditional tasks but conducted without the presence of researchers, are comparable to those widely reported in the literature, that were obtained in more supervised settings. In this study, we were able to replicate the expected difficulty and age effects in at least one of the analyzed dependent variables of each employed test. We also report important discrepancies between the expected and the observed response time patterns, specifically for time-constrained tasks. We hereby discuss the benefits and setbacks of a new possible strategy for this type of assessment in naturalistic settings. We conclude that this battery of established EF tasks adapted for its remote usage is appropriate to measure the expected mental processes in naturalistic settings, enriching opportunities to upscale cognitive training interventions at schools. These types of tools can constitute a concerted strategy to bring together educational neuroscience research and real-life practice. Full article

This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections to understand teachers’ perspectives on professional learning and their praxis during COVID-19. Data revealed that participants perceived an increased need for professional learning on differentiation and focus on growth and joy. Against the backdrop of a neoliberal fixation on teacher accountability that increases stress among teachers on top of a traumatic global pandemic, we attempted to center teachers as experts and attend to teachers’ socioemotional needs by offering flexible pathways with online options and offering in-person sessions for cultivating community. Future research on teacher education for in-service teachers can provide greater insight into teacher perceptions of their professional learning needs post/COVID-19, as well as how we center teachers as knowledgeable professionals in order to challenge hierarchical power structures and deficit discourses in ways that promote their professional, social, and emotional wellbeing. Full article

Owing to the COVID-19 pandemic, organizations worldwide have implemented remote working arrangements that have blurred the work–family boundaries and brought to the forefront employees’ sense of disconnectedness from their workplace (i.e., organizational disconnectedness) as a concern for multiple organizational outcomes. Cynicism, a job burnout subdimension, refers to a negative and excessively detached response to relational overload at work. While both workplace disconnectedness and cynicism involve a toxic sense of detachment, they refer to different psychological mechanisms. The present study aims to examine how employee workplace disconnectedness differs from their cynicism, and how both constructs differentially exert their detrimental effects on employee performance, work–family interface, and wellbeing. Using anonymous survey data collected online in 2021 and 2022 from a sample of in-person and flexible workers nested within organizations, conceptual distinctiveness between workplace disconnectedness and cynicism was supported. Measurement invariance across the two groups was supported, and subsequent structural invariance analyses suggested a similar pattern of results for flexible and in-person workers. Specifically, compared to disconnectedness, cynicism exerted higher negative effects on mental health and higher positive effects on cognitive failures and family-to-work conflict. Conversely, compared to cynicism, disconnectedness exerted higher negative effects on performance and work-to-family conflict. That is, feeling indifferent toward others particularly affects mental health and errors, while feeling excluded especially hampers productivity and family life. Theoretical and practical (e.g., inclusive leadership, support groups) implications of these results are discussed in light of the globally rising rates of hybrid work arrangements and related costs for employee wellbeing and productivity. Full article

Individuals from communities with a low socioeconomic status have the highest rates of tobacco use but are less likely to receive assistance with quitting. Community health workers (CHWs) are well-positioned to engage these communities; however, CHWs face barriers in receiving relevant tobacco cessation training. The objective of this study was to conduct a mixed methods needs assessment to describe tobacco practices and the desire for training among CHWs. After incorporating CHW feedback, we developed a needs assessment survey to understand knowledge, practices, and attitudes about tobacco cessation in Chicago, IL. CHWs (N = 23) recruited from local community-based organizations completed the survey online or in-person. We then conducted a focus group with CHWs (N = 6) to expand upon the survey and used the Framework Method to analyze the qualitative data. CHWs reported that their clients had low incomes, low literacy levels, and high smoking rates (e.g., “99%” of patients). About 73.3% reported discussing tobacco use during visits, but fewer reported that they had provided cessation advice (43%) or intervened directly (9%). CHWs described high variability in their work environments (e.g., location, duration, content of visits, etc.) and greater continuity of care. CHWs discussed that existing training on how to conduct tobacco interventions is ineffective, because of its stand-alone design. Our findings illustrate how CHWs adapt to their clients’ needs, and that the currently available “gold-standard” cessation curricula are incompatible with the training needs and flexible care delivery model of CHWs. A curriculum tailored to the CHW experience is needed to maximize the strengths of the CHW care model by training CHWs to adaptively intervene regarding tobacco use in their highly burdened patients. Full article

The past several decades have seen a shift in patient care towards digitalisation, which has ushered in a new era of health care delivery and improved sustainability and resilience of health systems, with positive impacts on both internal and external stakeholders. This study’s aim was to understand the role of digital virtual consultations in improving internal and external stakeholders’ health, as well as wellbeing among hospital doctors. A qualitative research approach was used with semi-structured online interviews administered to hospital doctors. The interviews showed that the doctors viewed digital virtual consultations as supplementary to in-person consultations, and as tools to reduce obstacles related to distance and time. If the necessary infrastructure and technology were in place, doctors would be willing to use these options. Implementing these technologies would improve the medical profession’s flexibility on the one hand; but it might affect doctors’ work–life balance if consultations extended beyond standard working hours. Full article

With the emergence of the COVID-19 pandemic, access to physical education on campus became difficult for everyone. Therefore, students and universities have been compelled to transition from in-person to online education. During this pandemic, online education, the use of unfamiliar digital learning tools, the lack of internet access, and the communication barriers between teachers and students made precision education more difficult. Customizing models from previous studies that only consider a single course in order to make a prediction reduces the predictive power of the model because it only considers a small subset of the attributes of each possible course. Due to a lack of data for each course, overfitting often occurs. It is challenging to obtain a comprehensive understanding of the student’s participation during the semester system or in a broader context. In this paper, a model that is flexible and more generalizable is developed to address these issues. This model resolves the problem of generalized models and overfitting by using a large number of responses from college and university students as a dataset that considered a broader range of attributes, regardless of course differences. CatBoost, an advanced type of gradient boosting algorithm, was used to conduct this research, and enabled the developed model to perform effectively and produce accurate results. The model achieved a 96.8% degree of accuracy. Finally, a comparison was made with other related work to demonstrate the concept, and the experimental results proved that the Catboost model is a viable, accurate predictor of students’ performance. Full article

In recent decades, the utility of cognitive tele-assessment has increasingly been highlighted, both in adults and in children. The present study aimed to present TeleFE, a new tool for the tele-assessment of EF in children aged 6–13. TeleFE consists of a web platform including four tasks based on robust neuropsychological paradigms to evaluate inhibition, interference suppression, working memory, cognitive flexibility, and planning. It also includes questionnaires on EF for teachers and parents, to obtain information on the everyday functioning of the children. As TeleFE allows the assessment of EF both remotely and in-person, a comparison of the two modalities was conducted by administering TeleFE to 1288 Italian primary school children. A series of ANOVA was conducted, showing no significant effect of assessment modality (p > 0.05 for all the measures). In addition, significant differences by class emerged for all the measures (p < 0.001 for all the measures except p = 0.008 for planning). Finally, a significant sex effect emerged for inhibition (p < 0.001) and for the reaction times in both interference control (p = 0.013) and cognitive flexibility (p < 0.001), with boys showing a lower inhibition and faster reaction times. The implications of these results along with the indications for the choice of remote assessment are discussed. Full article

Background: The COVID-19 pandemic has significantly impacted the status of clinical trials in the United States, requiring researchers to reconsider their approach to research studies. In light of this, we discuss the changes we made to the protocol of the Home Air Filtration for Traffic-Related Air Pollution (HAFTRAP) study, a randomized crossover trial of air filtration in homes next to a major highway. The senior authors designed the trial prior to the pandemic and included in-person data collection in participants’ homes. Because of the pandemic, we delayed the start of our trial in order to revise our study protocol to ensure the health and well-being of participants and staff during home visits. To our knowledge, there have been few reports of attempts to continue in-home research during the pandemic. Methods: When pandemic-related protective measures were imposed in March 2020, we were close to launching our trial. Instead, we postponed recruitment, set a new goal of starting in September 2020, and spent the summer of 2020 revising our protocol by developing increased safety precautions. We reviewed alternative approaches to installing portable air filtration units in study participants’ homes, in order to reduce or eliminate entry into homes. We also developed a COVID-19 safety plan that covered precautionary measures taken to protect both field team staff and study participants. Results: Our primary approach was to minimize contact with participants when collecting the following measures in their homes: (1) placing portable air filtration units; (2) conducting indoor air quality monitoring; (3) obtaining blood samples and blood pressure measurements; and (4) administering screening, consent, and follow-up questionnaires that coincided with collection of biological measures. Adapting our public health trial resulted in delays, but also helped ensure ethical and safe research practices. Perceived risk of COVID-19 infection appeared to have been the primary factor for an individual in deciding whether or not to participate in our trial, particularly at the beginning of the pandemic, when less was known about COVID-19. Conclusions: We needed to be flexible, creative, and calm when collaborating with community members, the IRB, and the universities, while repeatedly adjusting to changing guidelines as we determined what worked and what did not for in-home data collection. We learned that high-quality air monitoring data could be collected with minimal in-person contact and without compromising the integrity of the trial. Furthermore, we were able to collect blood pressure and phlebotomy data with minimal risk to the participant. Full article

The academic interest in smart working, a form of flexible work characterized by the use of technology to conduct one’s work, has dramatically increased over recent years, especially during the COVID-19 pandemic. Building on the job demands–resources (JD-R) model, in this study we investigate whether smart working affects the longitudinal association between perceived work characteristics, such as workload and social support (SS), and workers’ health and well-being, in terms of exhaustion. Overall, 185 workers completed a self-report questionnaire at two time points (four-month time-lag) during the COVID-19 outbreak. The results from moderated multiple regression analysis partially support our predictions. The longitudinal association between workload and exhaustion was positive—although marginally significant—for smart workers, but nonsignificant for in-person workers. Contrarily, the longitudinal association between SS and exhaustion was negative for in-person workers, but nonsignificant for smart workers. Overall, this study suggests that, to support employees’ health and productivity, work characteristics—both physical and psychosocial—should fit the new way of working as well as remote workers’ specific needs and expectations. Hence, to promote sustainable work, interventions should be aimed at helping smart workers to manage their workload effectively, as well as reducing professional and social isolation. Full article