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In the UK, the first 'lockdown' of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation--unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The 'bricolage' data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: 'methods and means of engagement'; 'learning maintenance, destruction and construction'; 'remote education and resource accessibility and literacy'; 'support and communication'; and 'life and learning: responses, adaptations and impacts'. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).

Nurses around the globe have been impacted psychologically and emotionally during and after the COVID-19 pandemic. The purpose of this study was to describe nurses' perspectives on the concepts of compassion fatigue, second victimhood, burnout, and moral injury. Eight nurses were interviewed either individually or in groups of two. Data were analyzed using conventional content analysis. The following themes were identified: waves of compassion fatigue, traumatization within second victimhood, never the same after chronic burnout, moral injury: nurses couldn't do their best, and connections across concepts. Results showed nurses were most familiar with burnout and compassion fatigue, which remain chronic struggles. Second victimhood and moral injury were more distinct experiences related to traumatic or morally distressing events and likely contributed to experiencing burnout or compassion fatigue. Nurses' suffering heightened during the COVID-19 pandemic and remains prominent three years later. Future research and interventions are urgently needed globally to reduce workplace stressors and promote nurse well-being. [ABSTRACT FROM AUTHOR]

Intrinsic and extrinsic motivations of undergraduate students enrolled in human anatomy and physiology, physics, and nutrition courses were explored with course discipline-specific adapted versions of the Academic Motivation Scale. Information on students' study habits and efforts, and final course grades were also collected. Results revealed the adapted versions of the Academic Motivation Scale had comparable reliabilities to previous investigations, significant differences in motivations across the students enrolled in the three courses and significant influences of motivation on academic behaviors and course performance.

The first summit of projects funded by the National Science Foundation's Research Coordination Networks for Undergraduate Biology Education (RCN-UBE) program was held January 14-16, 2016, in Washington, DC. Sixty-five scientists and science educators from 38 of the 41 Incubator and Full RCN-UBE awards discussed the value and contributions of RCNs to the national biology education reform effort. The summit illustrated the progress of this innovative UBE track, first awarded in 2009. Participants shared experiences regarding network development and growth, identified best practices and challenges faced in network management, and discussed work accomplished. We report here on key aspects of network evaluation, characteristics of successful networks, and how to sustain and broaden participation in networks. Evidence from successful networks indicates that 5 years (the length of a Full RCN-UBE) may be insufficient time to produce a cohesive and effective network. While online communication promotes the activities of a network and disseminates effective practices, face-to-face meetings are critical for establishing ties between network participants. Creation of these National Science Foundation-funded networks may be particularly useful for consortia of faculty working to address problems or exchange novel solutions discovered while introducing active-learning methods and/ or course-based research into their curricula.

Post-COVID Conditions may cause a variety of mental and physical health problems, making it difficult to diagnose and treat. Little is known about the knowledge acquisition of nursing and radiologic technology (RT) students on Post-COVID Conditions. Through the use of an online evidence-based practice webinar, this article describes knowledge acquisition of nursing and RT students on Post-COVID Conditions. • Research on the knowledge acquisition of nursing and radiologic technology (RT) students on post-COVID conditions is scarce. • An educational program can help evaluate the impact of multimodal learning activities on post-COVID conditions by assessing the knowledge of nursing and RT students. • An educational program on long-COVID conditions can help assess students' learning gaps, knowledge, skill acquisition, and guide educational programming to help future nurses deliver safe and quality care to patients. [ABSTRACT FROM AUTHOR]

This project used a nonexperimental design with a convenience sample and studied the relationship between academic motivation, grade expectation, and academic performance in 1,210 students enrolled in undergraduate human anatomy and physiology (HAP) classes over a 2-yr period. A 42-item survey that included 28 items of the adapted academic motivation scale for HAP based on self-determination theory was administered in class during the first 3 wk of each semester. Students with higher grade point averages, who studied for longer hours and reported to be more motivated to succeed, did better academically in these classes. There was a significant relationship between students' scores on the adapted academic motivation scale and performance. Students were more extrinsically motivated to succeed in HAP courses than intrinsically motivated to succeed, and the analyses revealed that the most significant predictor of final grade was within the extrinsic scale (introjected and external types). Students' motivations remained stable throughout the course sequence. The data showed a significant relationship between HAP students' expected grade and their final grade in class. Finally, 65.5% of students overestimated their final grade, with 29% of students overestimating by two to four letter grades.

Author(s): Deborah Allen [sup.1] , Chad Abresch [sup.2] Author Affiliations: (Aff1) 0000 0004 0428 8718, grid.416097.d, Health Promotion, Los Angeles County Department of Public Health, , 1000 S. Fremont Ave. [...]