scholarly journals THE EMOTIONAL IMPACT OF COVID-19 ON SPANISH NURSES AND POTENTIAL STRATEGIES TO REDUCE IT

2021 ◽  
Author(s):  
Jesús Molina-Mula ◽  
Antonio González-Trujillo ◽  
Catalina Perelló-Campaner ◽  
Sergio Tortosa-Espínola ◽  
Jorge Tera-Donoso ◽  
...  
Keyword(s):  
Emotional Impact

Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

2010 ◽  
Vol 57 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Melanie K. T. Takarangi ◽  
Deryn Strange
Keyword(s):  
Well Being ◽  
The Other ◽  
Personal Perspective ◽  
Emotional Impact ◽  
Potential Mechanism ◽  
Negative Experiences ◽  
Negative Memory ◽  
The Relationship ◽  
Negative Memories ◽  
Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

8-LB: Emotional Impact of Hypoglycemia and Use of Glucagon: Perspectives of People with T1D and Caregivers of Minors with T1D

Diabetes ◽  
2020 ◽  
Vol 69 (Supplement 1) ◽  
pp. 8-LB
Author(s):  
ALLYSON HUGHES ◽  
JEOFFREY BISPHAM ◽  
LILY FULLER ◽  
WENDY WOLF ◽  
SUSANNE A. FITCH ◽  
...  
Keyword(s):  
Emotional Impact

EMOTIONAL IMPACT ON TRAIL MAKING TEST PERFORMANCE

1990 ◽  
Vol 67 (6) ◽  
pp. 435 ◽  
Author(s):  
CARLTON S. GASS
Keyword(s):  
Test Performance ◽  
Emotional Impact ◽  
Trail Making Test ◽  
Trail Making

Giving and receiving written feedback on research reports: a narrative review and guidance for supervisors and students

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Kerith Duncanson ◽  
David Schmidt ◽  
Emma Webster
Keyword(s):  
Research Report ◽  
Emotional Impact ◽  
Written Feedback ◽  
Supervisory Relationship ◽  
Factors Associated ◽  
Researcher Development ◽  
Teacher Student ◽  
Narrative Literature ◽  
Narrative Literature Review ◽  
Educational Component

PurposeWritten feedback on research-related writing is an important educational component of novice researcher development. Limited evidence exists to inform effective written feedback, particularly in relation to research reports by novice researchers. The aim of this narrative literature review was to explore supervisor and novice researcher perspectives on the provision of written feedback, particularly in the context of their evolving supervisory relationship. MethodsA systematic search of peer-reviewed journals in educational and health databases was undertaken for the terms ‘written feedback’ and ‘research report’, from January 2001 to August 2020. Identified literature was critiqued for methodological quality. Findings were coded, grouped and described as themes. Next, the themes and their parts were applied to the development of a two-part written feedback checklist that includes separate but related recommendations for supervisors and novice researchers.FindingsFrom 35 included papers, the four main themes that related to written feedback on research reports by novice researchers were: the emotional impact of receiving or giving written feedback; written feedback in the supervisory power dynamic; communicating written feedback; and the content and structure of written feedback. The changing nature and complexity of factors associated with written feedback from research supervisors reflected the transition from a supervisory relationship to a peer relationship. The checklist developed from the synthesised data is intended to provide guidance for supervisors and students about their respective and shared responsibilities within a supervisory relationship.  ImplicationsIncreased awareness of the characteristics, roles and impact of written feedback will assist supervisors of novice researchers to provide effective written feedback, and for students to effectively utilise written feedback. Progression of written feedback throughout the supervisory period is proposed as a means of transitioning from a teacher-student to a peer researcher relationship. 

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