COVID-19 and its impact on Further Education college students in Northern Ireland

2021 ◽  
Author(s):  
William John Andrews
Keyword(s):  
Further Education ◽  
Teaching Staff ◽  
Science Students ◽  
Emotional Wellbeing ◽  
Subject Knowledge ◽  
Student Questionnaire ◽  
Level 3 ◽  
Education College ◽  
The Impact ◽  
Remote Learning

The effect COVID-19 is having on students and teachers, in academic and emotional ways remains to be understood. This research explored impact on level 3-5 science students attending an FE college in NI, and the science teaching staff. Primary outcome involved analysis of the impact of COVID-19 on academic progress, and emotional state during times of remote teaching, and the perceived impact of remote learning on subject knowledge. Feedback was generated using a mixed-methods approach of questionnaires followed by semi-structured focus groups. Analysis of n=11 staff and n=84 student questionnaire responses, using a mix of Likert type, short and long response questions, showed that while remote learning is overall seen as somewhat positive as it allows more structure, it is perceived neutrally in terms of student receptiveness. Students feel their development as scientists, and emotional wellbeing have been negatively impacted. Lecturing staff, while utilising a number of platforms to encourage engagement, felt overall negatively about online learning. Implications and further analysis will be presented.

Supporting progression to HE: the role of colleges and vocational courses

2018 ◽  
Vol 60 (6) ◽  
pp. 637-650 ◽  
Author(s):  
Clare Elizabeth Gartland ◽  
Christine Smith
Keyword(s):  
Young People ◽  
Possible Selves ◽  
Further Education ◽  
Unique Contribution ◽  
Content Type ◽  
Arts And Humanities ◽  
Large Numbers ◽  
Level 3 ◽  
Education College ◽  
Vocational Courses

Purpose Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people’s experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of “possible selves” and using Bourdieu’s ideas of capital, habitus and field. Findings Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated “possible selves” as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students’ progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and “possible selves” theoretical framework has provided new insights into these valuable learning processes.

scholarly journals Methodological challenges for the qualitative researcher: The use of a conceptual framework within a qualitative case study

2020 ◽  
Author(s):  
Elizabeth Gregory
Keyword(s):  
Conceptual Framework ◽  
Qualitative Case Study ◽  
Social Contexts ◽  
Further Education ◽  
Teaching Staff ◽  
Qualitative Researcher ◽  
Learner Identity ◽  
Methodological Challenges ◽  
The Impact

This article presents the MERITS Plus model, a conceptual framework developed during qualitative research into the process of academic transition and the impact of educational choices upon learner identity. The article considers some of the methodological challenges faced by qualitative researchers, and how effective the use of a conceptual framework might be in addressing these issues. The MERITS Plus model was developed and modified through two pilot studies and a piece of major fieldwork, the Learner, Identity and Transition Project (LITP), a qualitative case study conducted in a college of further education in England. Empirical data were collected through semi-structured narrative interviews with 24 learners studying either an A level or a BTEC programme, and from a focus group with teaching staff. The MERITS Plus model is a multilayered approach, comprising, first, a six-element framework (Motivations, Expectations, Reality, Identity, Transition, and Stories and Synthesis) used to analyse the data, and, second, the use of Bourdieu's thinking tools to examine the complexities raised by the data. By combining these approaches, the study was able to present narratives directly by using the MERITS Plus model to create eight composite learner profiles drawn from the data to illustrate the range of different learner types found within one educational setting. Thus, the model is presented as a method of preserving the integrity of participant voice collected via qualitative methods, while allowing a systematic analysis of narratives both as individual stories and as products of particular social contexts.

Making a difference: insights into effective HE progression practices in further education colleges

2021 ◽  
Vol 23 (1) ◽  
pp. 79-101
Author(s):  
Neil Raven
Keyword(s):  
Higher Education ◽  
Economically Disadvantaged ◽  
Further Education ◽  
Qualitative Approach ◽  
Teaching Staff ◽  
Widening Participation ◽  
Making A Difference ◽  
Level 3 ◽  
To Come ◽  
Further Education Colleges

Further education colleges (FECs) are significant providers of level 3 (higher education (HE) entry) courses. Yet, their role in preparing students, including those from widening participation backgrounds, for HE is often overlooked. Indeed, recent reports from the Office for Students have focused on the low HE progression rates returned by colleges. However, this focus overlooks the reality that students educated in FECs do progress and that in many instances colleges are very successful in this endeavour, given that those studying with them are more likely to come from educationally and economically disadvantaged backgrounds. This paper reports on the findings from a recent study that sought to identify the effective progression practices being pursued in two FECs. These include institution-wide activities as well as initiatives adopted at subject level. Whilst the latter have received less attention in the literature, the qualitative approach adopted in this study, which involved drawing on the insights of students as well as teaching staff, was able to detail the application of these subject-level practices. The article concludes by arguing for the wider adoption of subject-level as well as institution-wide practices, and for their potential to be recognised by those working in the HE sector more generally.

scholarly journals The Influence of Policy on Emotional Labour and Burnout among Further and Adult Education Teachers in the U.K.

2020 ◽  
Vol 15 (24) ◽  
pp. 232
Author(s):  
Walifa Rasheed-Karim
Keyword(s):  
Adult Education ◽  
Equal Opportunity ◽  
Further Education ◽  
Panic Attacks ◽  
Teaching Staff ◽  
Emotional Labour ◽  
Staffing Levels ◽  
Working Space ◽  
Group Interviews ◽  
The Impact

The Society for Education and Training (SET) regards maintaining wellbeing for teachers as important as it ensures the retention of staff and the progress of learners. A survey conducted with teachers reported various factors contributing to lack of wellbeing of teachers in further education (FE) and adult education [19]. Focus group interviews asked teachers in an FE college about equal opportunity, management, working conditions, staffing levels and career prospects and how they use emotions. For some, there is insufficient working space and time for breaks between lessons. They will take work home to complete, learners can be affected when staff are ill and supply staff are not employed due to funding so covering for existing staff imposes demands on them. Management policies lack practical application and promotion opportunities are restricted for some. This paper examines the extent to which existing policies shape the practice of teachers and whether this impacts on their wellbeing in terms of emotional labour and symptoms of burnout. Interviews reveal that teaching staff may suffer from panic attacks and anxiety and feel unsupported by heads of departments. However, they will maintain a professional exterior when interacting with learners. The impact of policy on work life-balance (WL-B) is discussed. Some teachers do not have sufficient time to spend with families and presumably interests and hobbies while more experienced teachers can separate family life from working life and so maintain a balance. The paper examines the adequacy of existing standards for staff seeking to maintain wellbeing.

Examining Transnational Student Mental Health Responses to COVID-19 During the Transition to Remote Learning: A Longitudinal Study (Preprint)

2020 ◽  
Author(s):  
Laura Leticia Salazar Preciado ◽  
Sally Haack ◽  
Luis Renee González Lucano ◽  
Ricardo Javier Díaz Domínguez ◽  
Inbal Mazar
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Alcohol Consumption ◽  
Sleep Time ◽  
Health Science ◽  
Science Students ◽  
Health Science Students ◽  
Survey Results ◽  
Survey Sample ◽  
Remote Learning

BACKGROUND COVID-19 represents a major global health crisis and has resulted in drastic changes to daily life. While even prior to the start of the pandemic college students had a high prevalence of mental health conditions, this group is even more at risk during the pandemic. OBJECTIVE To investigate the emotional impact of quarantine and transition to remote learning on health science students from two countries, regarding anxiety prevalence, mental wellbeing and coping behaviors during the first month of the COVID-19 outbreak. METHODS A total of 28 students from Tecnologico de Monterrey (TEC) in Guadalajara, Mexico and 19 students from Drake University (Drake) in Iowa, United States participated in the study. All students were studying health sciences, including degree programs such as medicine, pharmacy, and nutrition and wellness. This longitudinal study assessed students’ immediate psychological response during the COVID-19 pandemic by using an anonymous online questionnaire administered in April and again in May 2020. The survey was created to assess anxiety levels, coping mechanisms, and changes in daily habits. Demographics such as gender, age, non-academic working, living arrangements, household size, and number of roommates/co-habitants were also collected. RESULTS The April survey sample included 47 students and the May survey sample included 41 students. At least 50% of respondents were females, 20 to 21 years of age. The April survey results showed that more TEC students rated their food intake as higher than before the pandemic when compared to Drake students (p=0.032). Alcohol consumption reportedly stayed the same for Drake students and was lower for TEC students (p=0.004). The May survey results showed a statistically significant difference only for the alcohol consumption (p<0.001). Sleep time between April and May in TEC students showed a significant statistical difference, with students reporting less sleep time in May (p=0.016). The analysis for the level of anxiety according to the Beck Anxiety Inventory showed no statistically significant differences, neither when comparing between intra (TEC p=0.189 and Drake p=0.879) and inter group survey times (TEC vs Drake in April p=0.919 and TEC vs Drake in May p=0.305). The most common physical symptoms reported by students during both study periods were: feeling hot, nervous, fear of losing control, inability to relax, and fear of the worst happening. CONCLUSIONS There is growing concern surrounding the mental health status and needs of health science students during the pandemic. It is important to monitor changes in students’ mental health in response to the pandemic and to create interventions that target students appropriately.

scholarly journals Patient-Centered Medical Home Knowledge and Attitudes of Residents and Faculty: Certification Is Just the First Step

2015 ◽  
Vol 7 (4) ◽  
pp. 580-588 ◽  
Author(s):  
Fadya El Rayess ◽  
Roberta Goldman ◽  
Christopher Furey ◽  
Rabin Chandran ◽  
Arnold R. Goldberg ◽  
...  
Keyword(s):  
Primary Care ◽  
Situated Learning ◽  
Medical Home ◽  
Patient Centered Medical Home ◽  
Patient Centered ◽  
Individual Interviews ◽  
Knowledge And Attitudes ◽  
Positive Attitudes ◽  
Level 3 ◽  
The Impact

ABSTRACT Background The patient-centered medical home (PCMH) is an accepted framework for delivering high-quality primary care, prompting many residencies to transform their practices into PCMHs. Few studies have assessed the impact of these changes on residents' and faculty members' PCMH attitudes, knowledge, and skills. The family medicine program at Brown University achieved Level 3 PCMH accreditation in 2010, with training relying primarily on situated learning through immersion in PCMH practice, supplemented by didactics and a few focused clinical activities. Objective To assess PCMH knowledge and attitudes after Level 3 PCMH accreditation and to identify additional educational needs. Methods We used a qualitative approach, with semistructured, individual interviews with 12 of the program's 13 postgraduate year 3 residents and 17 of 19 core faculty. Questions assessed PCMH knowledge, attitudes, and preparedness for practicing, teaching, and leading within a PCMH. Interviews were analyzed using the immersion/crystallization method. Results Residents and faculty generally had positive attitudes toward PCMH. However, many expressed concerns that they lacked specific PCMH knowledge, and felt inadequately prepared to implement PCMH principles into their future practice or teaching. Some exceptions were faculty and resident leaders who were actively involved in the PCMH transformation. Barriers included lack of time and central roles in PCMH activities. Conclusions Practicing in a certified PCMH training program, with passive PCMH roles and supplemental didactics, appears inadequate in preparing residents and faculty for practice or teaching in a PCMH. Purposeful curricular design and evaluation, with faculty development, may be needed to prepare the future leaders of primary care.

TEACHING THE TEACHERS—WHAT EDUCATION AND TRAINING NEEDS ARISE AMONG TEACHERS THROUGH THE USE OF SIMULATION IN THE EDUCATION OF EMS PERSONNEL IN THE GERMAN HEALTH CARE SYSTEM

2015 ◽  
Vol 1 (1) ◽  
pp. 41.3-41
Author(s):  
Michael Wessels ◽  
Manuel Geuen
Keyword(s):  
Patient Safety ◽  
Emergency Services ◽  
Teaching Method ◽  
Medical Personnel ◽  
Further Education ◽  
Teaching Staff ◽  
Transfer Of Knowledge ◽  
Performance Skills ◽  
Intensive Training ◽  
Emergency Services Personnel

Background & PurposeThe professional qualifications of paramedics in the emergency services are not uniform at the federal level across Germany. Federalism leads to a considerable heterogeneity of regional regulations and curricula for training at the state-approved emergency services School. This results in an uneven transfer of knowledge of action skills, scientific findings as well as inconsistent application of appropriate teaching methods. Finally, this culminates in an inconsistent qualification of EMS personnel.To illustrate the needs of teachers in simulation in training and continuing education of EMS personnel.MethodsBased on a systematic literature review and expert interviews on training and further education of non-medical personnel in emergency care simulation was analysed as a teaching method from an educational perspective. For a standardized carrying out of the interviews a unified interview guide was used. The statements of the experts were analysed with the software MAXQDA.ResultsThrough simulation, in conjunction with debriefings an outstanding benefit for the direct learning from mistakes is made possible, both in the whole group as well as in the setting of reality (train where you work). This supports a long-needed culture of errors in emergency service as well as improving patient safety in emergency response. This requires intensive training of the teaching staff in pedagogy and technology. Further research needs were identified for potential fields of application of simulation in the training of EMS personnel.ConclusionsSimulation provides for the training of emergency services personnel, particularly in view of the new profession of emergency paramedics (Notfallsanitäter) and their advanced performance skills extensive opportunities. With the help of simulation abilities and skills as well as inter-professional teamwork can be taught and improved individualized. In fact, simulation contributes to improving patient safety and guideline- based care of emergency patients.

The impact of online brain training exercises on experiences of depression, anxiety and emotional wellbeing in a twin sample

2021 ◽  
Vol 134 ◽  
pp. 138-149
Author(s):  
Kylie M. Routledge ◽  
Leanne M. Williams ◽  
Anthony W.F. Harris ◽  
Peter R. Schofield ◽  
Justine M. Gatt
Keyword(s):  
Brain Training ◽  
Emotional Wellbeing ◽  
Training Exercises ◽  
The Impact
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