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Full-Text Articles in Education
Disrupted Learning During Covid-19: A Survey Of Student Experience, Celia Szelwach, John Cordes, Alia Sheety, Vinayak Mathur, Maia Magrakvelidze, John Doyle, Gifty Key, Joseph Cimakasky
Disrupted Learning During Covid-19: A Survey Of Student Experience, Celia Szelwach, John Cordes, Alia Sheety, Vinayak Mathur, Maia Magrakvelidze, John Doyle, Gifty Key, Joseph Cimakasky
SoTL Commons Conference
Navigating unexpected disruption caused by COVID-19 in Higher Education required immediate and flexible response by faculty and students as they pivoted to other learning modalities. In Spring Semester 2021, we administered a 40-question survey including several open-ended questions to 795 undergraduate and graduate students (master and doctoral level) in multiple disciplines across four Schools at a private university in Pennsylvania to capture student perceptions of learning experience in face-to-face, hybrid, and fully online environments. Ninety-nine students completed the survey. Lessons learned for teaching and learning include sensitivity to students’ stress and understanding learning environment design preferences and effectiveness.
Comparison Of Alexithymia And Burnout Amid Perceived Stress Levels Of Nursing Students, Kamela Harmon
Comparison Of Alexithymia And Burnout Amid Perceived Stress Levels Of Nursing Students, Kamela Harmon
Scholar Week 2016 - present
Graduate level nursing students are exposed to overload and exhaustion due to academic and professional demands, increasing exposure to stressors resulting in elevated levels of perceived stress, burnout, and alexithymia. This quantitative research, utilizing an online methodology at a midwestern university, explored the prevalence of perceived stress, compassion satisfaction (CS), compassion fatigue (CF), burnout, and alexithymia among master’s level nursing students. The descriptive analysis utilized the Pearson correlation coefficient (Pearson r) by use of the Perceived Stress Scale (PSS-10), the Professional Quality of Life Scale (ProQOL), and the Toronto Alexithymia Scale (TAS-20). The researcher discovered statistically significant negative correlations …
Assessment Of Strengths-Based Interventions On First-Year Medical Students, Linnette C. White
Assessment Of Strengths-Based Interventions On First-Year Medical Students, Linnette C. White
Scholar Week 2016 - present
In the quest for a doctoral degree many candidates fail to meet their milestone accomplishment. It is estimated that approximately 30% of individuals that pursue a doctoral degree will not finish. Medical school has been found to be a very intensive program to pursue for many who begin the journey. Despite its difficulty, 81.6 % to 84.3% of medical students achieve the status of medical practitioner within a three-to-four-year program. Despite the seemingly high completion rate, the achievement gap has future implications on physician shortages. The researcher conducted a quantitative study to determine the impact training first-year medical students using …