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Analysis of the Impact of COVID-19 on Healthcare Providers in Arizona

Description

During the COVID-19 pandemic, increased burdens have been placed on the Arizona healthcare system, and its healthcare providers. Using a survey with a sample of N=308 prescribing providers and nurses in the Arizona healthcare system, the impact of COVID-19 on the wellbeing of healthcare providers was assessed. The survey used…

During the COVID-19 pandemic, increased burdens have been placed on the Arizona healthcare system, and its healthcare providers. Using a survey with a sample of N=308 prescribing providers and nurses in the Arizona healthcare system, the impact of COVID-19 on the wellbeing of healthcare providers was assessed. The survey used measures to evaluate for physical and emotional wellbeing, burnout, stressors associated with COVID-19, and work-life experiences, and found an overall negative impact on the wellbeing of healthcare workers during the COVID-19 pandemic with increased levels of reported stress and tiredness, concern for the health of family and loved ones, concern for the hardships of patients, lack of alignment between organizational priorities and personal values, and low levels of support and appreciation from socially and from leadership at work.

ContributorsJohnson, Emma Carina (Author) / Schuster, Roseanne (Thesis director) / Michalec, Barret (Committee member) / School of Molecular Sciences (Contributor) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)

Created2021-05

Clinical Empathy and Emotional Contagion Perspectives in Health Pre-Professional Students

Description

This study highlights the perspectives of pre-medical students on the role of empathy and emotional contagion in the clinical encounter, as well as its implications on clinical decision-making. Empathy is a multi-dimensional phenomenon that describes the ability to sense and feel the emotions of another, while emotional contagion refers to…

This study highlights the perspectives of pre-medical students on the role of empathy and emotional contagion in the clinical encounter, as well as its implications on clinical decision-making. Empathy is a multi-dimensional phenomenon that describes the ability to sense and feel the emotions of another, while emotional contagion refers to the human tendency to match the other’s emotional state. We sent a survey to 180 pre-medical students, collecting responses designed to test how students view empathy and emotional contagion in terms of definition, utility, and importance. We also tested the extent to which pre-medical students feel that empathy is taught or learned during or before undergraduate education. Utilizing qualitative research methods and open-coding strategies, we found that students hold pre-conceptualized definitions of empathy, as well as have an understanding of how it is felt and portrayed by the clinical setting, consistent with theories of anticipatory socialization. Students also admit to the significance of empathy in a physician, reporting that empathy should be a trait required for entrance into medical school and should be taught more frequently in undergraduate education. However, this study simultaneously demonstrates the adoption of “clinical empathy” amongst pre-medical students, suggesting an early onset of the perceived importance of detachment and objectivity in medicine. Yet, we also highlight the perceived importance of emotional contagion amongst pre-medical students, mainly in the formation and development of the patient-physician relationship. Further research into the development of these empathy and emotional contagion perspectives in relation to one another is important in examining the development of the future physician.

ContributorsBlanco, Madison (Author) / Michalec, Barret (Thesis director) / Felix, Kaitlyn (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor) / School of Public Affairs (Contributor)

Created2023-05

A Holistic Look at First-Generation College Students in Graduate Healthcare Programs

Description

First-generation college students (FGCS) are considered underrepresented minorities in healthcare. While there are numerous studies on undergraduate students, little is known about FGCS in graduate programs, as this information has not been routinely collected. As such, diversity has been measured only based on race or ethnicity, which may not capture…

First-generation college students (FGCS) are considered underrepresented minorities in healthcare. While there are numerous studies on undergraduate students, little is known about FGCS in graduate programs, as this information has not been routinely collected. As such, diversity has been measured only based on race or ethnicity, which may not capture diversity from a broader definition. Furthermore, current research provides a deficit narrative, presenting these students as lacking in abilities and capital. However, these students were successful as undergraduates to enter graduate school and likely have undisclosed strengths. The purpose of this mixed methods study was to develop a comprehensive understanding of FGCS in graduate healthcare programs. All students enrolled in physical therapy, occupational therapy, or pharmacy programs at Creighton University in Phoenix were invited to complete a survey with items related to demographics, parental educational attainment, cultural capital, help-seeking and help-avoidance, and sense of belonging. Additionally, most of the FGCS in this study participated in semi-structured interviews with questions related to cultural capital and experiences in their current programs. The results show that FGCS in this study demonstrate similar cultural capital, help-seeking and help-avoidance, and sense of belonging as their peers. From the interviews, the FGCS strengths include family support, navigational capital, a desire to give back to their communities by providing care in underserved areas, and they have a desire to connect to faculty and peers. Challenges include family stressors, finances, mental health, and academic issues. These are presented with evidence-based recommendations for faculty and administrators. This study provides a more holistic view of FGCS as they navigate graduate school. By avoiding a deficit narrative, this study improves our understanding of FGCS.

ContributorsShaibi, Stefany (Author) / Koyama, Jill (Thesis advisor) / Ross, Lydia (Committee member) / Michalec, Barret (Committee member) / Arizona State University (Publisher)

Created2023

Examining Mindfulness and Nature Connectedness on the Mental Health and Well-being of University Students

Description

The purpose of this study was to (a) embed nature and mindfulness into university course curriculum to determine the influence they have on students’ health and well-being, (b) examine students’ perspectives of mindfulness in the natural environment, and (c) to determine what students identify as the impacts of integrating nature…

The purpose of this study was to (a) embed nature and mindfulness into university course curriculum to determine the influence they have on students’ health and well-being, (b) examine students’ perspectives of mindfulness in the natural environment, and (c) to determine what students identify as the impacts of integrating nature and mindfulness into the university curriculum. This study was unique from previous studies. Several mindfulness practices were introduced so participants could explore and evaluate what worked for them and what did not. The research was conducted in two Environmental Education Certificate courses at Arizona State University: The Ecology and History of the Sonoran Desert (SCN 301) and Nature Journaling (SCN 309). This action research (MMAR) study included a participant pool of thirty-two students: sixteen from the in-person SCN 301 courses and sixteen from the online SCN 309 courses. Students participated in four activities requiring them to sit in a location, engage in mindfulness, and observe nature. These activities are identified as “sit spots” in this study. The four sit spots included two indoor and two outdoor sit spots. Students participated in a one-minute breathing meditation, a 54321 mindfulness technique, and a self-administered, non-clinical Mindfulness-based Art Therapy (MBAT) component during these sit spots. Qualitative and quantitative data was collected via the pre- and post-Nature Relatedness Scale (NR) and Perceived Stress Scale (PSS). Quantitative data was also collected during the Activity Survey (AS). Qualitative data consisted of open-ended questions in the AS, class discussion, researcher observations and notes, and students’ reflections. All analyzed data was synthesized to produce the findings in this study. The findings suggest that integrating mindfulness and nature into university positively influenced students' mental health and well-being. Students reported decreased stress and anxiety while increasing focus, attention, and academic performance. Mindfulness and nature cultivate a more mindful and meaningful way of connecting with oneself, individuals, and nature. Mindfulness and nature also were linked to learning by producing academic benefits. The results of this study inform my local practice and set the foundations to produce results in a larger educational context.

ContributorsSchuster, Cyna (Author) / Koyama, Jill (Thesis advisor) / Walters, Molina (Committee member) / Henriksen, Danah (Committee member) / Arizona State University (Publisher)

Created2023

Curricular Enhancement to Increase Practical Application of Functional Life Skills in Students with Autism Spectrum Disorder and Intellectual Disabilities

Description

Students of all ability levels, including those identified with intellectual disabilities (ID) and autism spectrum disorder (ASD), can benefit from improving their ability to take their knowledge out of the lower-order learning realm and transferring or applying into higher-order learning. Practical application of knowledge is important for post-secondary success of…

Students of all ability levels, including those identified with intellectual disabilities (ID) and autism spectrum disorder (ASD), can benefit from improving their ability to take their knowledge out of the lower-order learning realm and transferring or applying into higher-order learning. Practical application of knowledge is important for post-secondary success of students with ID and ASD, especially in a functional manner that will improve their daily lives. As an educator working in special education for nine years, I have observed a lack of practical application of knowledge opportunities for these students to perform the conceptual definitions of functional sight-words. I have also observed an absence of consistent assessment procedures to measure student’s practical application of functional life skills in a realistic environment. To address these, I designed a research study using the situated learning theory and revised Bloom’s Taxonomy that enhanced the Edmark Functional Word Series curriculum (EFWS) to improve its practicality and generalization of functional sight-words. Using a concurrent mixed methods research design, quantitative and qualitative data were collected and analyzed concurrently. A sample of 25 participants enrolled in a special education self-contained program completed a 16 week curricular enhancement of the EFWS that included a self-made functional life skills measurement tool. Findings indicated that the increase of situated learning strategies and opportunities within instruction was effective in improving student learning, including improvement of practical application performance. Findings also indicated that increases seen throughout the study are a direct result of targeted instructional practices designed to expand knowledge acquisition out of the lower-order learning realm and into higher-order learning. The study concludes with recommendations for practice and future research.

ContributorsRoberts, RJ (Author) / Koyama, Jill (Thesis advisor) / Katzman, Lauren (Committee member) / Agostini, Preslie (Committee member) / Arizona State University (Publisher)

Created2023

Leveraging Technology to Scale Up First-Year New Student Orientation

Description

The purpose of this mixed methods study was to explore how students experience the New Student Orientation Experience (NSOE) and how they perceived it prepared them for their 1st semester of college at a large public university in the United States, Arizona State University (ASU). Institutions of higher education are…

The purpose of this mixed methods study was to explore how students experience the New Student Orientation Experience (NSOE) and how they perceived it prepared them for their 1st semester of college at a large public university in the United States, Arizona State University (ASU). Institutions of higher education are under pressure to operate more efficiently, reduce costs, and achieve higher student performance outcomes. Student retention models provided the framework for this study as orientation programs have long been considered an impactful component of first-year programs. This study aimed to learn more about student experiences, the value of their experiences, and their preparation for ASU based on attendance. Data were collected from surveys completed following participating in each of the three modules in the NSOE: (a) ASU Essentials, (b) Academic Orientation Session, and (c) ASU Ready. Over 3,000 students responded to survey questions. Though accelerated by the COVID-19 global pandemic, the concept of leveraging technology to deliver orientation to supplant in-person programs is still an emerging approach. This study added to the limited body of literature exploring the experience of in-person students going through an online orientation and can be replicated at any 2- or 4-year institutions. When student participation in online orientation results in outcomes that are commensurate with traditional in-person orientation models, universities will have a viable strategy to deliver a key component of the first year transition programming at scale.

ContributorsPatel, safali (Author) / Koyama, Jill (Thesis advisor) / Ott, Molly (Committee member) / Mcintyre, Lisa (Committee member) / Arizona State University (Publisher)

Created2023