Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study.
Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study.
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DOI：
10.3390/ijerph182010675
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发表时间：
2021-10-12
影响因子：
--
通讯作者：
Blake H
中科院分区：
文献类型：
--
作者：
Knight H;Carlisle S;O'Connor M;Briggs L;Fothergill L;Al-Oraibi A;Yildirim M;Morling JR;Corner J;Ball J;Denning C;Vedhara K;Blake H
本研究从大学生和支持大学生的工作人员两个角度，探讨新冠肺炎自我隔离和社会约束措施对大学生的影响。这项研究包括英国一所高等教育机构在国家封锁期间(2021年1月至3月)的11个焦点小组(学生)和26个人(工作人员)。研究对象为具有自我隔离经历的大学生(n=52)和具有面向学生的支持角色的大学教职员工(n=26)。焦点小组和访谈数据结合在一起，并使用归纳主题方法进行分析。四个主题出现了：“大流行期间的适应”，“自我隔离的实际、环境和情感挑战”，“社会因素及其对新冠肺炎测试和自我隔离坚持的影响”，以及“支持自我隔离”。学生和教职员工都在为实施的限制和转向在线教育而苦苦挣扎。学生们发现很难适应对大学生活的新期望，并报告说错过了专业和社会经验。学生和工作人员注意到对在线教学对教育结果的影响的担忧。学生支持对自我孤立的不同情绪反应；一些人感觉不受影响，而另一些人情绪低落和孤独。学生的动机是亲社会的态度；针对这些因素的运动可能会鼓励继续参与保护行为。工作人员努力管理他们增加的工作量，为自我孤立的学生提供支持。大学必须考虑学生在自我隔离期间的支持需求，并为疫情对学生福祉和教育成就的长期影响做好准备。应在过渡期间为工作人员提供更大的支持，并有必要持续监测工作人员的压力水平。
This qualitative study explored the impact of COVID-19 self-isolation and social restriction measures on university students, through the perspectives of both students and the staff supporting them. The study comprised 11 focus groups (students) and 26 individual interviews (staff) at a higher education institution in England during a period of national lockdown (January–March 2021). Participants were university students (n = 52) with self-isolation experiences and university staff (n = 26) with student-facing support roles. Focus group and interview data were combined and analysed using an inductive thematic approach. Four themes emerged: ‘Adaptation during the pandemic’, ‘Practical, environmental, and emotional challenges of self-isolating’, ‘Social factors and their impact on COVID-19 testing and self-isolation adherence’, and ‘Supporting self-isolation’. Students and staff struggled with the imposed restrictions and shift to online education. Students found it difficult to adapt to new expectations for university life and reported missing out on professional and social experiences. Students and staff noted concerns about the impact of online teaching on educational outcomes. Students endorsed varied emotional responses to self-isolation; some felt unaffected whilst others experienced lowered mood and loneliness. Students were motivated by pro-social attitudes; campaigns targeting these factors may encourage continued engagement in protective behaviours. Staff struggled to manage their increased workloads delivering support for self-isolating students. Universities must consider the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student wellbeing and educational attainment. Greater support should be provided for staff during transitional periods, with ongoing monitoring of workforce stress levels warranted.
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DOI：
10.1073/pnas.2012520117
发表时间：
2020-11-03
影响因子：
11.1
作者：
Galasso, Vincenzo;Pons, Vincent;Foucault, Martial
通讯作者：
Foucault, Martial
影响因子：
7.3
作者：
Husky, Mathilde M.;Kovess-Masfety, Viviane;Swendsen, Joel D.
通讯作者：
Swendsen, Joel D.
影响因子：
3.7
作者：
Elmer, Timon;Mepham, Kieran;Stadtfeld, Christoph
通讯作者：
Stadtfeld, Christoph
影响因子：
3.6
作者：
Choi, Byung;Jegatheeswaran, Lavandan;Mutengesa, Ernest
通讯作者：
Mutengesa, Ernest
DOI：
10.3390/ijerph18084182
发表时间：
2021-04-15
影响因子：
--
作者：
Blake H;Knight H;Jia R;Corner J;Morling JR;Denning C;Ball JK;Bolton K;Figueredo G;Morris DE;Tighe P;Villalon AM;Ayling K;Vedhara K
通讯作者：
Vedhara K