Thematic Content Research Articles

Abortion Law Changes and Occupational Therapy Practice in the United States.

The U.S. Supreme Court overturned Roe v. Wade in 2022, changing access to abortion in many states. The impact of these changes on occupational therapy practice has not yet been explored through empirical research. To explore the perspectives of occupational therapy practitioners on how restrictions to abortion in the United States may have influenced their clients' needs and thus their practice. This was a qualitative research study. We used an interpretivist epistemological approach and an inductive, thematic content analysis. Participants were recruited through state occupational therapy associations and social media. Two independent researchers coded data and had an initial agreement percentage of 88%. Data trustworthiness was enhanced through documentation of decisions, reflexive thinking about our positionality and the data, and team-based discussions. Occupational therapy practitioners (N = 15) working in states with new abortion law changes at the time of interviews. The four key themes of this study were as follows: (1) abortion restriction laws are affecting some occupational therapy clients' mental health, (2) clients are discussing reproductive health with occupational therapy practitioners across a variety of settings, (3) occupational therapy practitioners are using clinical judgment and their personal beliefs to support clients affected by abortion restrictions, and (4) occupational therapy practitioners are seeking guidance and evidence-based resources to best support clients in the wake of abortion-related legislation changes. Our findings underscore the relevance of reproductive health to occupational therapy practice and highlight the importance of preparing occupational therapy practitioners to respond to client needs related to abortion care. Plain-Language Summary: We sought to determine whether occupational therapy practitioners perceive that the 2022 abortion-related restrictions are affecting occupational therapy practice; specifically, we wanted to know whether and how practice is being affected and what resources occupational therapy practitioners might need to address clients' needs. Fifteen occupational therapy practitioners were interviewed and revealed that many of their clients were experiencing stress and anxiety (i.e., mental health challenges) specifically related to abortion access. We also found that occupational therapy practitioners who routinely discuss reproductive health with clients were commonly hearing from clients about abortion-related needs. Overall, this research uncovers a need for resources and guidance from state or national occupational therapy organizations so that occupational therapy practitioners can better support their clients given these new changes in abortion access. Positionality Statement: We are a team of three researchers who identify as cisgender women, and we reside in an urban area in the northeastern United States. Two of us identify as White, and one identifies as a person of color. We have all participated in reproductive health access advocacy and critically examined our own lenses as we engaged in this analysis.

Innovative Methodologies in University Teaching: Pilot Experience of an Escape Room in Nursing Students

The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject ‘History, Theory and Methods of Nursing II’, with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants’ responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team.

Teaching literacy to adult migrants in Norway. An interview study exploring teachers' reflections on professional practices

Through an interview study, this article explores teachers’ reflections on professional practices when teaching Norwegian and literacy to adult migrants with little or no previous formal education. Data were collected from ten experienced teachers at three learning centers. The interviews were individual, based on a semi-structured interview guide and conducted on Zoom during the Covid-19 pandemic 2021–2022. The study builds on sociological and pedagogical theories of professional practices in which teaching is seen as a profession between macro and micro challenges. The curriculum for teaching Norwegian to adults is a regulation to the Integration Act, which requires teachers to contribute to an “early integration” and “a lasting connection to working life” in addition to transforming the subject content into forms that works for their group of students. Specific language requirements (CEFR B2 level) to obtain Norwegian citizenship add pressure to the teaching situation. The interview study made it possible to explore professional practices as described by the teachers themselves, from within the profession. The analysis uses Biesta’s (2015) three purposes of education as a lens: qualification, socialization and subjectification. All teachers describe their practices as a matter of balancing between choosing and transforming content and caring for their students. They also act as bridge-builders between the adult migrants in their situation as newcomers and their situation as future citizens of Norway, thus reflecting a strong dedication to their students’ lives as adults in Norway and combining all three of Biesta’s purposes of education in their professional practices.

Teacher language awareness for CLIL in multilingual settings: insights from across UK and Dutch primary classrooms

Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional awareness of how an additional language operates and is acquired within content classrooms. However, research focused on teacher language awareness (TLA) for CLIL is still sparse. Moreover, it has focused solely on CLIL teachers’ awareness of the target language, thereby disregarding the teacher plurilingual awareness (TPLA) required for effective CLIL, which is inherently multilingual and increasingly implemented in linguistically diverse settings. This study brings together the expertise of Dutch primary school teachers using CLIL to teach English as a Foreign Language (EFL) learners, with the expertise in teaching in multilingual settings of UK teachers supporting English as an Additional Language (EAL) learners. Using a CLIL Teaching Wall activity within interviews, it was possible to gain rich insight into the characteristics of the TLA and TPLA underpinning teachers’ ability to recognise and teach to the language demands of multilingual dual-focused classrooms.

Science Studies teachers’ selection of content when teaching for Sustainable Development

Education for Sustainable Development (ESD) advocates a holistic teaching approach, acknowledging social, economic, and environmental perspectives and their relations in striving for sustainable development (SD). It is through understanding these unique perspectives and their interrelations that solutions to SD problems, resolution of SD conflicts and ways to sustainability can be found. Holistic teaching can pose challenges for teachers when choosing what teaching content to include when teaching sustainability. Additionally, the literature does not clearly define what content is to be included within ESD. This study conducted focus group discussions to investigate what content 11 Science Studies teachers chose and whether their teaching approach was holistic when teaching for SD. The findings identified four themes of taught content. The participating teachers included different relationships between the environmental, societal, and economic dimensions of SD. However, the teachers had challenges with the relationships connected to the economic dimension of SD.

Interprofessional team training via telemedicine in medical and nursing education.

The use of information communication technologies such as telemedicine has increased over the years, offering access to specialized healthcare even in remote locations. However, telemedicine in interprofessional team training is seldom included in medical or nursing programs, and little is known about how to practise these scenarios. This study aimed to explore how medical and nursing students experience teamwork when one team member is participating remotely and digitally. Following interprofessional team training in which one team member participated remotely, focus group interviews were conducted with three teams, each comprising one medical student and two nursing students (n = 9 students in total). The focus group interviews were analysed with thematic content analysis. The Systems Engineering Initiative for Patient Safety model was applied as a theoretical framework and served as a lens in the analysis. Three themes were identified in the analysis: challenging the dynamic of leadership, becoming familiar with a new setting, and finding new strategies to communicate. The results of this study suggest that future physicians and nurses need to enhance their knowledge of practicing teamwork through telemedicine during their education, as the use of telemedicine continues to grow.

Tamil Schools in the Federated Malay States under British Colonial Rule 1895-1941

In the time of British rule of the Federated Malay States (FMS) from 1895 to 1941, many Indians, especially the Tamils from South India, were brought in as labourers. Long-term Tamil primary schools were established to cater to their children's educational needs. This article presents a historical investigation of the development, challenges, and disparity faced by Tamil primary schools in the FMS between 1895-1941. The study employs thematic content analysis to study the primary and secondary historical sources. The findings report that four themes surrounding challenges and disparity emerged among Tamil schools in the FMS, namely building and equipment; subjects and syllabi; schoolteachers; and teacher training. The study underscores the development of Tamil schools in the FMS, the significant issues faced by the schools under British colonial rule, and the implications for children of Tamil migrants. Significantly, this study contributes new knowledge towards the history of education during British colonialism, emphasising the crucial role of Tamil schools in preserving language and culture and potentially shaping future research in this area.

An Evaluation of the Experience and Challenges Faced in Online Learning by Undergraduate Students at the National Open University of Nigeria

This qualitative study aimed to evaluate the experiences and main obstacles faced by undergraduate students at the National Open University of Nigeria (NOUN) in the current online learning environment. Unstructured in-depth interviews were conducted to gather information from a selected sample of undergraduate students at NOUN. To overcome language barriers and encourage open communication, questions were asked in both Yoruba and English, and responses were accurately recorded in English. The transcription process involved preserving and compiling the recorded audio, while feedback from face-to-face interviews was collected using the “Rev voice recorder” app, which facilitated the direct ordering of interview transcripts. Thematic content analysis was utilized to analyze the responses and address the research questions. The results of the study indicated that despite the numerous benefits, NOUN undergraduate students still have negative views towards online education, which could affect the sustainability of the school. In addition to this, students face challenges such as inadequate power supply, poor internet connectivity, costly ICT resources, insufficient staffing, and low staff motivation in the online learning environment. The study’s recommendations for improving the NOUN programme included providing students with access to the university’s internet, ensuring good electrification, offering financial assistance for ICT equipment, increasing staff numbers, and providing training or retraining opportunities for current staff members. This study contributes to existing knowledge by highlighting the challenges faced by undergraduate NOUN students in online learning, underscoring potential implications for the institution’s future. Keywords: Learning experiences, National Open University of Nigeria (NOUN), online learning environment, undergraduate students

Community-Based Mycetoma Surveillance in Uganda: Identifying Knowledge Gaps and Training of Community Health Workers to Improve Case Detection.

Mycetoma is an uncommon and neglected tropical disease in Uganda. We aimed to assess baseline knowledge and provide community health workers (CHWs) in Northern Uganda with knowledge to identify and refer presumptive mycetoma cases. Between March and August 2023, we conducted a concurrent triangulation mixed methods study among CHWs in Gulu and Pader districts on mycetoma. We conducted a 1 day in person training on mycetoma. Quantitative data were collected before (pretest), immediately (immediate posttest) and six months (6-month posttest) after the training and results compared using paired sample t test or one-way ANOVA. Qualitative data were collected using four focused group discussions, audio recorded, and analyzed using thematic content analysis. Forty-five CHWs were enrolled, mostly male (66.7%, n = 30), with a median age of 36 years (IQR 29 43). Out of a total score of 18, the baseline mean knowledge score was 7±2.42, improving to 11±1.99 immediately posttest (p<0.001), and 10±2.35 at 6 months (p<0.001), without additional training. Significant knowledge improvements at 6 months were observed among female participants (p = 0.004), those aged 30 40 years (p = 0.031) or 40+ years (p = 0.035), and those with secondary education (p = 0.007). Over 6 months, CHWs screened 2,773 adults, identifying and referring 30 presumptive mycetoma cases. Qualitative findings revealed challenges and barriers to early identification and referral of mycetoma presumptive cases including limited knowledge, stigma, myths, lack of an indigenous name for mycetoma, delayed decision making, and transportation barriers. This study highlights a significant knowledge gap among CHWs about mycetoma, with substantial improvement following training. The identification of presumptive cases by CHWs reflects their potential in community-based surveillance, emphasizing the need to integrate well-trained CHW to lead efforts for mycetoma surveillance and capacity building to enhance health outcomes in Uganda.

Active learning strategies in entrepreneurship. Perceptions and experiences of students at a Mexican University

The intention of the educational research was to explore the expressions of students after experiencing various active learning strategies to enhance entrepreneurship. In 2023, an educational research project was conducted at a public Mexican university with three groups and two teachers. At the beginning of the course, the students' initial perceptions of the strategies were obtained. Subsequently, during the teaching-learning period, these strategies were guided by the teaching team. At the end of the course, the same students were asked to narrate their experiences with these strategies, and a thematic content analysis of the written narratives was conducted. The results indicate that the students' expressions were mostly positive and encouraging, especially in the early stages, though they declined slightly by the end, with nearly nine out of ten students expressing the intention to start a business someday. Learning through projects, conducting laboratory practices, receiving feedback-mentorship and counseling, attending conferences and visiting companies, and presenting business plans were the strategies perceived as most successful. Meanwhile, collaborating among peers and with teachers from various disciplines was less well received, yet still above 80% in the final evaluation. The students expressed the need for teacher support and solid institutional organization. The findings suggest improvements for teaching entrepreneurship at the university level through active learning, highlighting the challenges of entrepreneurial education.

Gambling Industry Strategies to Influence the Reform of State Online Monopolies

The aim of this qualitative study was to investigate the strategies used by the gambling industry to influence the reforming of the state online monopoly into a licensing system in Sweden in 2019, and to weaken state online monopoly in Finland. Methodologically, this study used primary data from 9 expert interviews in both countries and secondary data from prior literature, which were analyzed using thematic content analysis. The results identified five main political strategies used by the gambling industry: (1) Information, through lobbying politicians; (2) Constituency Building, through forming an alliance with interest groups; (3) Policy Substitution, through promoting alternative policies and self-regulation; (4) Legal Infringements; and (5) Regulatory Redundancy. The study concluded that the involvement of the gambling industry in policy-making influenced the change of the state online monopoly into a licensing system in Sweden in 2019 and is weakening the state online monopoly in Finland.

Agenda Setting Theory in The Age of Digital Media: An Analytical Perspective

This paper explores agenda-setting theory within digital media. It aims to evaluate changes in these paradigms due to digital platforms and their impact on mass communication theories. The discussion includes a historical overview of agenda-setting theory, grounded in foundational works and expanded by contemporary insights on user agency and information dissemination in the digital age. Using qualitative methods, the study incorporates thematic analysis, content analysis, and interviews with media professionals and users to collect comprehensive data. Key findings indicate that the traditional linear flow of information from media to the public has shifted to a multidirectional exchange influenced by user-generated content and social media dynamics. The study emphasizes the need for scholars to adapt traditional media theories to the participatory nature of modern platforms. This research enhances understanding of current media ecosystems and lays the groundwork for future studies on media influence in complex digital environments.

Readiness of hospitality and tourism curricula for digital transformation

The digital transformation imperative requires hospitality and tourism firms to rapidly build and continuously upgrade the competitiveness of specific digital transformation and digital business capabilities. Using thematic and quantitative content analysis of online curricula artifacts from top-ranked universities globally, we investigate the extent to which these digital capabilities are integrated into hospitality and tourism management curricula, as well as the approaches to their integration. We add to the literature by providing empirical evidence of integration levels, by identifying various curricula integration approaches, and by discussing their integration strengths and weaknesses. Finally, we contribute to the industry's readiness for digital transformation.

Possible Health Benefits and Risks of DeepFake Videos: A Qualitative Study in Nursing Students.

"DeepFakes" are synthetic performances created by AI, using neural networks to exchange faces in images and modify voices. Due to the novelty and limited literature on its risks/benefits, this paper aims to determine how young nursing students perceive DeepFake technology, its ethical implications, and its potential benefits in nursing. This qualitative study used thematic content analysis (the Braun and Clarke method) with videos recorded by 50 third-year nursing students, who answered three questions about DeepFake technology. The data were analyzed using ATLAS.ti (version 22), and the project was approved by the Ethics Committee (code UCV/2021-2022/116). Data analysis identified 21 descriptive codes, classified into four main themes: advantages, disadvantages, health applications, and ethical dilemmas. Benefits noted by students include use in diagnosis, patient accompaniment, training, and learning. Perceived risks include cyberbullying, loss of identity, and negative psychological impacts from unreal memories. Nursing students see both pros and cons in DeepFake technology and are aware of the ethical dilemmas it poses. They also identified promising healthcare applications that could enhance nurses' leadership in digital health, stressing the importance of regulation and education to fully leverage its potential.

Reducing mental health stigma in academia: Assessing the acceptability of a first-person narrative program.

Academics are more likely to experience mental health difficulties like depression and anxiety. However, stigma remains a key barrier to help-seeking, and limited data exists on stigma reduction for academics. This study examines the acceptability of a first-person narrative-based antistigma program conducted by Dragonfly Mental Health at a large public university. This intervention used a multitiered approach that leverages education and contact strategies to reduce stigma among graduate students, postdoctoral fellows, staff, and faculty. Personal stories of six local faculty with lived experience of mental health struggles were shown in a short film during three separate departmental retreats, followed by moderated large and small group discussions. This study presents descriptive survey data from academics (N = 149) who attended one of these three programs. A thematic content analysis was conducted on open-ended responses from 86 participants. Overall, the Dragonfly Mental Health program was well-received: 95% of participants found the film beneficial, and over 92% felt the film and discussions reduced stigma. Qualitative analysis highlighted several themes on participants' experiences. Participants appreciated the open, honest disclosures of faculty members in the film but reported that the vague disclosures perpetuated stigma. Participants liked the normalization of mental illness but desired more representation from the mental health spectrum. Participants expressed frustration over an academic work culture that is defined by overwork and burnout. These findings suggest that sharing faculty stories is a powerful mechanism to build connectedness among academics, promote open communication, and foster change in academic culture around mental health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A qualitative investigation of individuals’ lay representations of habit

Objective: While there have been substantive advances in the conceptualisation, measurement, and effects of habit as a psychological construct, there is limited research on individuals’ beliefs and perspectives on habit. The current investigation reports the findings of two studies purposed to explore individuals’ lay representations of habit which further inform habit theory and measurement, and interventions designed to promote habits. Methods: Study 1 (N = 158) used an online, open-ended questionnaire to elicit lay beliefs on the salient features of habit. Study 2 (N = 27) involved a series of interviews and focus groups to further explore individuals’ representations of habit. Results: Thematic content analysis revealed that participants described habit in terms of its content, salient features or characteristics, and function or consequences. The results also indicated that while collective knowledge converged on expert perspectives, few individuals identified all or most features of habit, suggesting individuals’ beliefs are incomplete. Conclusions: Current findings indicate that lay people as a collective hold consistent but largely ‘patchy’ beliefs about habit. Future research should focus on integrating the beliefs identified in this research with new measures of habit and habit interventions.

E-Textbooks as a Teaching Aid at a University of Technology in South Africa: A Cultural-Historical Activity Theory Analysis

The past two years saw a rapid proliferation of information and communication technologies (ICTs) in higher education. Digital technologies and environments offer many affordances. New digital literacy practices in universities have implications for teaching and learning. E-textbooks, in particular, act as mediating tools that can facilitate teaching and learning through developing students’ understandings of scientific concepts. This paper positions e-textbooks as mediators of learning, rather than merely objects of learning. There is thus a need to understand the mediating role of e-textbooks that lecturers draw on in their teaching. While much research was conducted on students’ use of e-textbooks, relatively little was conducted on lecturers’ use of e-textbooks in engineering education. The current study aimed to answer the following research question: What are lecturers’ perspectives on the use of e-textbooks to facilitate learning in engineering? To address this question, data were collected through five individual interviews conducted with engineering lecturers working in the Extended Curriculum Programme (ECP) of first-year students from three engineering departments (chemical engineering, mechanical engineering, and nautical science) at a university of technology in South Africa. The data were analysed using thematic content analysis with the help of ATLAS.ti. Data analysis was guided by a theoretical framework that drew on the cultural-historical activity theory (CHAT). In this study, the focus was on e-textbooks as pedagogical tools within engineering teaching and learning. The findings provide insight into how lecturers incorporate e-textbooks into their teaching, but also reveal the extent to which new digital literacy reading practices remain unfamiliar to engineering lecturers. CHAT enabled the identification of a critical insight, namely, the tension between mediation and division of labour. This highlights important aspects of the discourse surrounding seamless technology integration in higher education. The discussion points to the need for an expansive transformation regarding the use of e-textbooks as important mediating tools for teaching and learning.

Twenty years’ empirical research on teacher resilience: a bibliometric analysis

ABSTRACT Teacher resilience has become a prominent and multidimensional subject of interest in recent educational research. Its growing recognition has fuelled a wealth of investigations, necessitating a quantitative science mapping approach for comprehensive understanding of this evolving domain. This paper conducts a bibliometric analysis of empirical teacher resilience research using Web of Science data. The analysis reveals that teacher resilience is both an emerging and well-established research area. Leading academic institutions, primarily in the U.S.A. Australia, and the UK, have spearheaded investigations from psychological and teacher education perspectives. Thematic analysis identifies five core areas: teacher resilience in educational psychology, mindfulness-based programmes to mitigate teacher stress and burnout, teacher resilience in initial teacher education, the interplay between self-efficacy, identity, and emotional intelligence, and the profound impact of teacher resilience on critical factors like retention, attrition, and motivation. This research sheds light on the current state of teacher resilience research and offers insights into future directions. It serves as a valuable resource for scholars, policymakers, and educators navigating this evolving landscape. The combination of bibliometric analysis and thematic content analysis minimises potential subjective bias, contributing to understanding the multifaceted field of teacher resilience and its implications for the future of education.

Textual Dimensions of Sustainability Information, Stock Price Informativeness, and Proprietary Costs: Evidence from Integrated Reports

We examine whether integrated report quality, IRQ, is negatively associated with stock price synchronicity, an inverse measure of firm-specific information, and the extent to which the relation between IRQ and synchronicity is attenuated by proprietary costs. We measure IRQ using machine-based textual analysis along four dimensions: textual attributes, topical content, integrated reporting capitals, and financial versus sustainability information. We find that measures of IRQ based on seven textual attributes are negatively related to synchronicity, which is consistent with higher quality text containing more firm-specific content. Using PhraseLDA to identify topics in integrated reports, we find that contents related to the three most common categories—governance, performance, and risks and opportunities—are negatively associated with synchronicity. We find similar results for all integrated report capitals, except manufactured capital. Further, we find that sustainability information has a larger negative association with synchronicity than financial information. We also find that proprietary costs stemming from product market competition attenuate the association between IRQ and synchronicity, which suggests the informativeness of integrated reports varies with a firm’s competitive environment. Our results may inform the International Sustainability Standards Board as it considers the role of the Integrated Reporting Framework in developing sustainability standards.

The Language of Conspiracy Theories: Negative Emotions and Themes Facilitate Diffusion Online

Global polling has seen an increase in endorsement of conspiratorial beliefs in recent years, with social media platforms receiving criticism for their potential role in facilitating this spread. The current study analyzed the presence of emotions and themes in conspiratorial content (revolving around conspiracy theories or conspiratorial ideas) on Twitter (now “X”) and Reddit when compared to scientific and general discussion, and the ability of emotions and themes to predict engagement (likes, shares etc.) in conspiratorial spheres. Approximately four million words worth of content were collected from Twitter and Reddit and analyzed using the Linguistic Inquiry and Word Count (LIWC) tool to determine concentration of different emotions and themes. Conspiratorial discussions were found to show significantly higher rates of anger, anxiety, power, and death compared to both scientific and general discussions across both platforms. Engagement was successfully predicted within conspiracy discussions; higher levels of anger, anxiety, power, and death predicted higher levels of engagement in conspiracy discussions. Contrary to previous findings, positive emotions were predictive of lower levels of engagement in conspiracy-related discussions. The findings suggest that conspiratorial content relies on powerful negative emotional responses to gain traction and increase audience engagement. The findings are discussed in the context of cognitive processes involved in the adoption of conspiracy theories, and we offer suggestions for researchers developing educational interventions and social media platforms to reduce the spread of conspiracy theories online.