ABSTRACT

The COVID-19 pandemic not only posed unprecedented challenges to global public health but also triggered significant shifts in societal norms and attitudes towards public health interventions. Despite the urgency and severity of the pandemic, healthcare workers, who were and remain at the frontlines of the battle against COVID-19, have exhibited varying degrees of vaccine hesitancy, including concerns about their fast development and effectiveness, and the reach of campaigns. This qualitative study, conducted at the request of a health system in New York City during the height of the pandemic, aimed to explore the underlying reasons behind vaccine hesitancy among frontline staff and to provide insights for addressing such hesitancy in future public health crises. The methodology combined storytelling in focus group settings with group concept mapping to elicit and analyze participants' narratives. Storytelling created a safe space for participants to share personal experiences, while group concept mapping provided a structured approach to identifying key themes and relationships. By exploring these insights, this study offers actionable recommendations to address healthcare workforce vaccine hesitancy in future public health crises, emphasizing empathy, trust-building, and culturally relevant interventions.

Keywords: COVID-19, healthcare workers, qualitative research, storytelling, vaccine hesitancy.

ABSTRACT

The process of narrative inquiry as a design culminates in the creation of an overarching narrative, known as a master narrative, which paints a clear picture of the phenomenon as it may be understood across the independent narratives used in the study. The approaches to the development of the master narrative vary and have a dependence on the nature of the narrative research and the appropriate presentation of the central story woven through participant transcripts. Even within the intrinsic variation within the development of the master narrative, there exist rules that need to be considered, one of the foremost being the position of the narrator, the researcher, and the potential impacts on the data obtained through gathering and analysis of the research. Given this understanding, three approaches out of many that may be considered for the development of a master narrative may include using an oral history approach, a systematic analysis approach such as that of dynamic plot analysis, or a narrative hybrid analysis approach. While not all encompassing of the many methods one might consider for the development of a master narrative, these approaches appear as substantive examples of the individualistic and comprehensive nature that a student engaging in narrative inquiry might consider in developing a master narrative that respects the stories of participants, illustrates the style and rigor of the researcher, and further moves the understanding of phenomena under investigation forward in research.

Keywords: Narrative Inquiry; Master Narrative; Researcher Reflexivity; Narrative Analysis

ABSTRACT

Critical thinking (CT) performance assessment in authentic settings remains challenging. One reason is that the CT focus might shift depending on the context. This article describes the inductive and deductive processes of developing a contextual CT coding manual (CCTCM) and presents an exemplary analysis to demonstrate its application in assessing CT performance in an undergraduate physical chemistry laboratory course. Students’ verbal interactions during the course were used as the primary data for assessment. The CCTCM we developed comprises two components: the contextual profile of the physical chemistry laboratory and an operationalized set of CT skills. The tool enabled a contextualized analysis of CT performance. It produced data that reflected ongoing learning, accommodated quantitative analyses of small samples, and could inform curriculum design by identifying commonly applied or underused CT skills. Moreover, it allowed for monitoring individual CT performance and understanding CT skill interconnections. The CCTCM operates independently of teaching methods or students’ problem familiarity, thus preserving intuitive behaviors.

Keywords: Critical thinking, domain specific, performance assessment, undergraduate, chemistry education, science education, laboratory course, coding manual, qualitative data analysis, authentic setting, inductive, deductive, higher education

ABSTRACT

In the context of social distancing, higher education has shifted to a virtual model amidst the anxieties of a global pandemic. This study delves into the challenges faced by the academic community, their coping mechanisms, and the support they crave within the context of flexible learning. A qualitative phenomenological approach was used, employing virtual interviews to gather data. Analysis revealed shared struggles for students and teachers alike. Students battled with overwhelming workloads, distractions caused by unreliable internet and unsuitable learning environments, family financial strains, and a lack of resources. Teachers grappled with ensuring quality instruction, maintaining student engagement, the increased workload of synchronous classes, and material creation. However, they also embraced opportunities to develop new digital skills. Students coped through independent learning, researching to fill knowledge gaps, and practicing self-discipline to combat distractions. Teachers employed diverse teaching methods fueled by a deep sense of intrinsic motivation. These findings highlight the academic community's resilience amidst a sudden educational shift. The challenges encountered spurred innovation, collaboration, and a more positive outlook, fostering academic resilience.

Keywords: Flexible Learning, Academic Resilience, Teaching and Learning

ABSTRACT

The problem is that contemporary leaders lack the skills to navigate organizational challenges effectively, and current attempts at leadership development are ineffective. Martial arts are a form of individualistic development for leaders, but there are gaps in the literature surrounding this phenomenon. The purpose of the study was to explore the perceptions of Brazilian Jiu-Jitsu (BJJ) practitioners regarding learning, leadership development, and holistic growth through martial arts practice. A multi-site design, where interviews, questionnaires, and observations of the sample population, including leaders with blue, purple, brown, and black belts, contributed to the qualitative datasets for thematic analysis and triangulation. The study contributed to the literature on leadership and holistic development through the practice of martial arts. This field is currently underrepresented, and concluded that martial arts practice can enhance individual development. The study employed the theoretical frameworks established by social learning theory and servant leadership theory to explore the practical implications of leadership influence and development through training in martial arts. The study’s design and methodology facilitated the answers to the research questions regarding the perceptions of Brazilian Jiu-Jitsu practitioners' learning, leadership, and holistic development through martial arts practice; how practicing Brazilian Jiu-Jitsu leads to growth and development; and how Brazilian Jiu-Jitsu can contribute to leadership development. The study also provided a foundation for further research on the implications of martial arts practice for mental health, leadership development, and the benefits of physical activity for overall well-being

Keywords: Holistic growth, leadership development, servant leadership, social learning, martial arts

ABSTRACT

Chemistry is the foundational course for any science major, as well as many post-baccalaureate programs. However, chemistry courses in higher education are considered highly impacted and continue to have high failure rates every semester. Current research in science, technology, engineering and mathematics (STEM) education identifies those students struggle due to their reliance on memorization to understand foundational concepts.  Not much is known about what successful students have experienced, the development of their STEM identity, or their methods of studying. The present qualitative study explores how four successful students negotiated key bonding concepts in general chemistry and how these experiences shaped their STEM identity and self‑efficacy during the COVID‑19 era of online learning. Semi‑structured interviews were analyzed thematically using grounded theory, with member checking, triangulation of artefacts, and an audit trail to enhance trustworthiness. Three major themes emerged: (a) positive experiences that sparked engagement, (b) strategic independence that bolstered confidence, and (c) instructional strategies (visualization, depth of explanation, authentic problems) that students found most helpful. Implications for equity‑oriented pedagogy and universal design for learning (UDL) in chemistry are discussed. 

Keywords: Chemistry, student perceptions, influences, positive experiences

ABSTRACT

This qualitative research aimed to gain insight into the lived experiences of Latino day laborers (LDLs) during the first two years of the Coronavirus pandemic. The study adopted a strengths-based approach, considering that existing literature mainly emphasized the negative impacts and health inequalities brought about by COVID-19 on this vulnerable population. More specifically, the study sought to examine adverse and/or protective factors and healthy coping behaviors, if any, that emerged during the same period. Purposive sampling was used to recruit five participants who consented to a 60-minute semi-structured interview. As a result of the population being primarily Spanish-speaking, the recruitment tools, consents, interview guide, data collection, and data analysis were all completed in Spanish. Results confirmed that the LDL population faced additional adversities. However, the findings also underscored the participants’ protective factors, healthy coping strategies, and resilience that helped them endure a vulnerable period. This study suggests that despite this population having limited resources and legal rights, LDLs managed to cope positively with the pandemic without falling into stereotypes. Consequently, from a strength-based lens, allies of this community are urged to take action to prevent further victimization and promote the empowerment of Latino day laborers.

Keywords: Latino day laborer, COVID-19, strength-based, protective factor, cross-language qualitative research

ABSTRACT

Increasing recognition has been given to developing tailored psychological therapies for depression and anxiety disorders occurring comorbidly with physical health conditions. Much research to date has assessed clinical outcomes, however little qualitative research exists regarding professionals involved in integrating psychological with physical health treatments for mental health disorders. Five focus groups were conducted with 18 professionals working in NHS Talking Therapies services and allied health professionals in the UK. Data were transcribed and analyzed using Critical Discourse Analysis methodology. Discourses related to expertise, responsibility and innovative practice were found in relation to collaborative care. Discursive repertoires which inhibit and augment access to competency beliefs are explored. Recommendations are made to provide regular opportunities for reflexivity and responding to clinical complexity. The research highlights the niche set of behaviors, skills, adapting values and attitudes under construction by integrated therapists and the way in which their role shapes and is shaped by their interactions with counterparts.

Keywords: Professional identity; cognitive behavior therapy; long-term conditions and medically unexplained symptoms (LTC/MUS).

ABSTRACT

There is limited research on the experiences of individuals with an autoimmune disease in the context of college. The goal of this qualitative investigation is to understand the experiences of individuals with autoimmune diseases in college, specifically regarding their mental well-being and their academic performance. Participants were recruited from a large university in the southeastern U.S. and through social media pages (N =11). Narrative data was analyzed using thematic analysis. Many participants reported a decline in academic performance and in mental well-being due to the symptoms of their autoimmune condition. Participants described their academic experiences as debilitating, frustrating, stressful, depressing, and anxiety-provoking. Many participants also talked about symptoms of anxiety and depression when discussing their experiences in college. Participants also advocated for awareness and support within colleges. Implications for individuals’ interpersonal and academic well-being are discussed, and recommendations are provided to best support these students. Colleges and universities should implement targeted support services, including increased awareness campaigns, accessible counselling and mental health resources, academic accommodations, and faculty training to better understand the challenges faced by students with autoimmune diseases. These interventions can improve students’ academic outcomes, reduce psychological distress, and foster a more inclusive and supportive campus environment.

Keywords: Autoimmune disease, college, mental well-being, academic performance

ABSTRACT

Understanding what factors facilitate help-seeking and mental health service use is crucial given the economic and personal costs involved. Temperament and personality traits have been shown to influence the likelihood of accessing mental health services but the mechanisms driving this association remain unclear. In the current study, 29 young adults were interviewed regarding their help-seeking behavior and attitudes. Participants were chosen based on temperament and personality (disposition) profile, developed from a latent class analysis (LCA) that demonstrated four groups. Resilient: individuals with high positive affect, agreeableness and conscientiousness, Reserved: high agreeableness and conscientious, moderate inhibition and low negative affect Overcontrolled: high negative affect and inhibition, and low positive affect and Undercontrolled: high negative affect, low agreeableness and conscientiousness and moderate extraversion. Results suggest the disposition styles may influence help-seeking preferences and be associated with how young adults engage with mental health services. Therefore, disposition may be useful for services to take into account when considering how young people seek help for problems and connect with services.

Keywords: Help-seeking; personality; temperament; mental health; service use

ABSTRACT

Effective care planning is fundamental to enhancing health outcomes for residents in long-term care (LTC) homes. The current literature demonstrates the value of providing high-quality, individual-centered care through collaborative efforts that identify and address resident needs, goals, and preferences. Despite this significance, existing literature exhibits notable gaps. Studies often focus on specific populations, lacking a comprehensive synthesis of qualitative evidence encompassing diverse stakeholder perspectives. This review aimed to synthesize qualitative evidence from primary qualitative studies on care planning in LTC homes by employing rigorous search strategies and inclusion criteria to identify studies exploring barriers and facilitators. The review offers a comprehensive understanding of care planning determinants by capturing the perspectives of residents, family caregivers, substitute decision-makers, and other care providers. The following themes emerged in relation to care planning: barriers to care planning, including 1) poor communication among stakeholders; 2) inadequate resources to aid meaningful planning; 3) difficulty navigating complex planning roles; and 4) the absence of relational care. Regarding facilitators of care planning, the following themes emerged: the need to 1) promoting residents’ sense of significance and autonomy in decision-making; 2) encouraging discussions on health promotion; 3) communicating care planning with clarity; and 4) promoting relational care. The findings will inform evidence-based practices, promoting individual-centered care and ultimately improving health outcomes for LTC residents. The implications for practice are for clinical leaders to adopt a philosophy of care that optimizes the facilitators identified in this review and delimits the barriers to effective care planning in LTC settings.

Keywords: Quality improvement, care planning, care plans, long-term care, health outcomes, residents’ care, care homes

ABSTRACT

This qualitative phenomenological study explores how U.S. military veterans make meaning of their transition into higher education at a large, public university in the Southeast (n=10). Using Schlossberg’s Transition Theory—specifically the 4S framework (Situation, Self, Support, Strategies)—as an analytic lens, we conducted semi-structured interviews with participants and applied thematic analysis to derive cross-case patterns. Findings show that veterans’ academic engagement and well-being hinge on (a) institutional Support (veteran-savvy advising, disability accommodations, after-hours access), (b) Situation factors (anticipated vs. unanticipated transitions; concurrent family/work demands), (c) Self resources (age/maturity, prior military learning, mental health), and (d) Strategies (peer mentorship, navigation work-arounds). The study clarifies where campus practices align with or fall short of veterans’ needs and offers a time-bound, actionable implementation guide for institutions.

Keywords: Veteran transition, higher education, community and belonging, university support

ABSTRACT

This study explores the complex dynamics of learning analytics within online higher education, focusing on power disparities, ethical implications, and the role of communication in shaping perceptions and responsibilities among institutional members.  Using critical discourse analysis, we investigate how strategic ambiguity in communication enables institutions to navigate uncertainty and sustain control over data practices, drawing on perspectives from 32 participants, including Administrative Leaders, Data Analysts, and Online Students representing eight institutions in the United States. Findings indicate that strategically ambiguous communication practices strengthen hierarchical power structures, reduce transparency, and disable informed consent. Students place blind trust in their institutions and lack ownership over how their learning data is collected, utilized, and governed, suggesting a breach of their privacy and ethical misuse of their information. We conclude by emphasizing the importance of participatory learning analytics frameworks grounded in democratic principles and informed consent. By integrating significant choice and consensual technology, we offer insights that promote collective ethical responsibility, emphasizing transparency, fairness, and accountability in the collection, use, and governance of learning data in higher education.

Keywords: Critical Discourse Analysis, Data Privacy, Learning Analytics, Strategic Ambiguity

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