Effect of sleep and mood on academic performance—at interface of physiology, psychology, and education

Academic achievement and cognitive functions are influenced by sleep and mood/emotion. In addition, several other factors affect learning. A coherent overview of the resultant interrelationships is essential but has not been presented till date. This unique and interdisciplinary review sits at the interface of physiology, psychology, and education. It compiles and critically examines the effects of sleep and mood on cognition and academic performance while including relevant conflicting observations. Moreover, it discusses the impact of several regulatory factors on learning, namely, age, gender, diet, hydration level, obesity, sex hormones, daytime nap, circadian rhythm, and genetics. Core physiological mechanisms that mediate the effects of these factors are described briefly and simplistically. The bidirectional relationship between sleep and mood is addressed. Contextual pictorial models that hypothesise learning on an emotion scale and emotion on a learning scale have been proposed. Essentially, convoluted associations between physiological and psychological factors, including sleep and mood that determine academic performance are recognised and affirmed. The emerged picture reveals far more complexity than perceived. It questions the currently adopted ‘one-size fits all’ approach in education and urges to envisage formulating bespoke strategies to optimise teaching-learning approaches while retaining uniformity in education. The information presented here can help improvise education strategies and provide better academic and pastoral support to students during their academic journey.

Pastoral Support for Married Couples and Families during the Pilgrimages of John Paul II to Poland

Pilgrimages are one of the forms of popular piety carried out for centuries and in various ways. A special type of pilgrimage are papal pilgrimages to individual countries, which is the implementation of Christ’s mission: ‘Go and make disciples of all nations (…). and teaching them to obey everything that I have commanded you’ (Pismo Święte Starego i Nowego Testamentu w przekładzie z języków oryginalnych. 1980. Mt 28: 19–20). Pilgrimages give the Pope the opportunity to come closer with the faithful and confirm them in their faith. They also make possible common prayer on different continents and teaching, the personal perception of which can bring people a profound change and improvement of life. John Paul II was the first after 455 years non-·Italian pope to visit his country of origin, Poland, eight times. He spent 64 days in his homeland and delivered 264 speeches. He taught freedom and continued his catechesis on marriage and the family, which was a topic to which he attached great importance. The subject of marriage and family is an important matter for the whole world. Therefore, it is worth introducing the papal teaching delivered during all pilgrimages to Poland to people from other countries, especially since some of the speeches are not translated into English. The article is a selection of pro-family content contained in the speeches of John Paul II in Poland, useful in the formation of spouses and parents. It may prove useful in their marriages and families, as well as in the professional help provided to students undertaking education in family life, students in the field of familiology preparing for marriage, spouses, parents and grandparents who educate their children and grandchildren.

Psychological Impacts of COVID–19 on Healthcare Trainees and Perceptions towards a Digital Wellbeing Support Package

We explore the impact of COVID–19 on the psychological wellbeing of healthcare trainees, and the perceived value of a digital support package to mitigate the psychological impacts of the pandemic (PoWerS Study). This mixed–methods study includes (i) exposure to a digital support package; (ii) participant survey to assess wellbeing, perceptions of work and intervention fidelity; (iii) semi–structured qualitative interviews. Interviews were digitally recorded and transcribed, data were handled and analysed using principles of thematic framework analysis. Participants are 42 health and medical trainees (9M, 33F) from 13 higher education institutions in the UK, studying during the COVID–19 pandemic. Survey findings showed high satisfaction with healthcare training (92.8%), but low wellbeing (61.9%), moderate to high perceived stressfulness of training (83.3%), and high presenteeism (50%). Qualitative interviews generated 3 over–arching themes, and 11 sub–themes. The pandemic has impacted negatively on emotional wellbeing of trainees, yet mental health is not well promoted in some disciplines, and provision of pastoral support is variable. Disruption to academic studies and placements has reduced perceived preparedness for future clinical practice. Regular check–ins, and wellbeing interventions will be essential to support the next generation health and care workforce, both in higher education and clinical settings. The digital support package was perceived to be accessible, comprehensive, and relevant to healthcare trainees, with high intervention fidelity. It is a useful tool to augment longer–term provision of psychological support for healthcare trainees, during and after the COVID–19 pandemic.

The Development of Non-Religious Pastoral Support in the UK

In UK society today, over half of the adult population identify as ‘non-religious’. Of those, about three quarters describe themselves as very or extremely non-religious. The ‘non-religious’ can be seen not merely as those without religion but as people with seriously and sincerely held non-religious beliefs. Responding to this situation, Humanists UK set up the Non-Religious Pastoral Support Network to meet the need for non-religious pastoral care. In healthcare and prisons, they have trained hundreds of volunteers to offer an active listening service based on a humanistic Carl Rogers approach, conduct ceremonies, improve education, and provide advocacy, all grounded in non-religious worldviews. Those completing an appropriate Master’s degree have been successfully recruited by the National Health Service into paid professional roles. However, the Prison Service and Armed Forces still restrict such recruitment to people with religious beliefs. Further progress will be enhanced by using more respectful and inclusive language (rather than ‘nones’ and ‘chaplaincy’), promoting equality in recruitment, and adopting a person-centred approach where service users determine their pastoral and spiritual care priorities.

828 STITCH And B**** - A Novel Programme Combining Pastoral Support and Surgical Skills

Aim Foundation training can be a challenging time for Junior doctors; though help and support is offered, it is not always taken up. This programme aims to create a safe environment to facilitate discussion and provide pastoral support alongside teaching them new surgical skills. Method Four different sessions were organised over the period of four months (August 2020 – November 2020) and FY1/FY2 doctors working in the Orthopaedic department at the GWH, Swindon were invited to attend. Each session focussed on assorted suturing techniques and knot tying. In addition, the facilitator directed conversation towards opportunities to discuss frustrations, challenges, queries as well as positive occurrences. A questionnaire was distributed at the final session to evaluate participant experience. Results 100% of attendees agreed or strongly agreed that they found their FY1 rotation challenging so far. 100% also scored 9/10 when asked how comfortable they were talking about concerns, worries or issues at these sessions. All the participants recorded ‘yes’ when asked if the session provided them with a listening ear, helpful advice, feeling supported, understanding/empathy and reassurance. 100% of the attendees scored that their confidence at suturing had improved (average: 4 points on a scale of 1-10). Conclusions Through these sessions, practical changes and improvements were achieved in the running of the Trauma and Orthopaedic department. Placement feedback was obtained, suggestions on things to improve or change and key issues were escalated to supervisors. There do not appear to be any similar programmes run that combine directed pastoral support and surgical skills teaching.

Evaluation of a personal professional mentor scheme for newly qualified nurses

Background: Newly qualified nurses are known to experience a range of feelings and fears in the first transitional 12 months post-qualifying, with absence and turnover among potential outcomes. Aim: To evaluate the personal professional mentor role and scheme, a new pastoral support initiative, from the perspective of participating newly qualified nurses. Methods: Newly qualified paediatric nurses (n=10), who had been assigned a personal professional mentor (an experienced nurse who worked elsewhere in their employing NHS Trust), completed a semi-structured interview. The data were analysed using thematic analysis. Findings: The personal professional mentor counteracted some aspects of transition isolation for the newly qualified nurses. They were an independent, accessible, experienced confidant and a welcome new supportive role. Conclusion: Pairing experienced nurses with newly qualified nurses provided a new type of workplace support during transition. Inexpensive to set up and run, it is an easy addition to any portfolio of support strategies.

Trainees' perspective on the best use of supervision-hour in psychiatry training – a qualitative study

AimsThis study aims to identify the techniques to improve the quality of the weekly one to one supervision for Psychiatry trainees.MethodAn open-ended online questionnaire was prepared using principles of critical incident technique and distributed among psychiatry trainees working in various deaneries within the UK. The participants were asked to describe an example of a good and a bad supervision experience they had encountered during their training. In addition, participants were also requested to make suggestions to improve the supervision experience. All qualitative data were analysed using the thematic analysis approach, to identify common themes.ResultA total of 53 trainees working in various deaneries across England and Wales, responded to the questionnaire. The respondents were at a different level of training in psychiatry from CT1-ST6 level. The supervision hour was reported to be useful for clinical case discussions, reflection on difficult cases and situations, pastoral support and wider issues relating to personal and professional development. Trainees appreciated a holistic scope for supervision rather than a narrow discussion of management of cases.Trainees reported that the supervision hour should be trainee-led and tailored according to their unique learning needs. Participants also saw supervision hour as a safe space where they can receive constructive criticism and feedback on their performance. At times, trust and genuineness were appreciated, as well as the use of an informal tone by the supervisor. An effective supervision leads to trainees feeling valued.ConclusionTrainees acknowledged that the supervision hour is an effective tool in psychiatry training. Trainees should get regular, protected and uninterrupted time with consultants for weekly supervisions. Both trainees and trainers need to develop a better understanding of how this supervision experience could be improved and tailored to the individual learning needs of the trainee.

PhD supervision in Public Health

Roles of PhD supervisors are diverse, ranging from providing in-depth discipline-specific Public Health knowledge and technical (e.g., methodological) support to the students, encouraging them towards publications or conference presentations, offering pastoral support for student wellbeing, and finally preparing them to defend their thesis by conducting a mock viva. Effective supervision plays a vital role in a PhD journey reflecting on the quality of the PhD work, positive PhD experience, and supervisor-student relationship. While some student-supervisors team may encounter conflicting and challenging relationships, many relationships between PhD supervisor(s) and students progress into mentorship through joint publications and grant applications, career advice, and support establishing wider collaborative networks. Drawing from the wider experiences of the authors, this article highlights the responsibilities, opportunities, and sometimes the challenging nature of being a PhD supervisor. This reflection will inform good practices for PhD supervisors in countries including Nepal, where the numbers of PhD students in the field of Public Health is steadily increasing.

Professional Capacity Building of Multicultural Teaching Assistants in Hong Kong Kindergartens with Ethnic Minority Children

A professional teaching development programme was established to equip multicultural teaching assistants (MTA) with skills and knowledge to teach non-Chinese speaking (NCS) preschoolers in Hong Kong. To evaluate if MTAs are perceived to be able to perform their intended roles (support Chinese and overall learning, provide pastoral support, bridge the communication between NCS parents and kindergartens, and promote social integration), questionnaires were collected from 18 principals and 74 teachers. To assess if the programme can equip MTAs with necessary skills for the planned roles, questionnaires were collected from 39 MTAs, and a focus group interview with 8 MTAs was also conducted. Results showed that principals and teachers were satisfied with MTAs’ performances in supporting NCS students’ learning. Moreover, the majority of MTAs agreed that the training programme helped them to perform their intended roles in preschools. Most modules taught in the training programme, apart from one exception, were well received by MTAs. The focus group interview revealed that MTAs were satisfied with the programme, though they preferred more training on Chinese writing skills and knowledge in dealing behavioral issues of children. The study shows the possibility of integrating MTAs into multicultural classrooms in Hong Kong to facilitate NCS children’s learning.