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In this study we investigate how first-year chemistry/biology undergraduate students' original poetry can be used as a reflective tool for others to understand their course experiences. By inviting students from an integrated first-year chemistry/biology course to write poetry about their experiences, we use poetic content analysis as a qualitative research method to analyze the students' responses to an open-ended prompt. In analyzing the poetry, four major categories emerged: knowledge, community, emotions, and identity, each of which includes examples that reflect and enhance our understanding of well-documented milestones and ideas in the literature regarding first-year student academic experiences, therefore highlighting the extent to which poetry can be useful in this regard. In presenting these findings we also demonstrate how such an approach might be used by others to better understand student experiences, including those related to learning, belonging, and/or identity in their introductory chemistry or related courses.

Empathy is an important aspect of therapeutic relationships in health and social care settings. Health educators can foster empathy development in learners through creative writing activities. Drawing on the humanities, specifically poetry, this paper offers strategies for educators to support empathy development in learners, with a focus on service user poetry and associated creative writing activities. We discuss how poetry can enable alternative perspectives about care to emerge thereby challenging previously held assumptions about mental and physical states. Using poetry can enable a rehearsal of empathy by bringing experiences to the learner in a safe and facilitated environment. Through creative writing activities, we believe that students can learn to better understand and empathise with others, as well as explore their own feelings and experiences related to caregiving, to support self-care. [ABSTRACT FROM AUTHOR]

The impact of individual identities on university staff's experiences during the COVID-19 pandemic has been profound. We conducted a survey of 118 staff members at one Scottish university to explore how their identities were impacting on their experiences. Results from qualitative content analysis showed that existing inequalities had been exacerbated by the pandemic. The level of support received from line managers and colleagues had a direct effect on staff's self-efficacy and wellbeing. Furthermore, feelings of disconnection from the university community further isolated staff, causing further negative impacts on their wellbeing. These findings suggest that 'one-size fits all' approaches to staff wellbeing are unlikely to be effective, and that policies should take into account individual situations, resources, and challenges. Policies should focus on promoting staff autonomy and self-efficacy, and should be flexible enough to consider the unique needs of each individual. [ABSTRACT FROM AUTHOR]