Perceptions Of Institutional Support Research Articles

Understanding Gender Disparities in Caregiving, Stress, and Perceptions of Institutional Support among Faculty during the COVID-19 Pandemic

The loss of the care infrastructure that occurred during the COVID-19 crisis exposed society’s continued reliance on women and mothers as default caregivers. But less is known about how this crisis produced gendered mental health outcomes, especially in occupations characterized by intensive work cultures such as academia. Drawing on quantitative and qualitative responses from a May 2021 campus-wide survey of faculty at a large research university in the United States, we explore gendered patterns in faculty caregivers’ time use, stress, and perceptions of institutional support. Our findings demonstrate that childcare responsibilities were not merely more substantial for women than men in terms of hours, but they were also qualitatively different, with women’s hours being more unpredictable, interruptive, and mentally and emotionally demanding. We also show that the pandemic took a higher toll on women faculty’s mental health compared to men’s. This gap in mental health emerged not merely because women were spending more time caregiving on average, but also because the university’s policies did not effectively support the most strained caregivers. This study contributes empirical evidence to research on academic caregivers during the pandemic and to work demonstrating how (1) gendered caregiving dynamics shape mental health and remote work experiences and (2) the reliance on individual solutions to balancing work and family has failed even relatively privileged workers.

Agribusiness Small and Medium Entrepreneurs’ Overall Perceptions of Institutional Support Towards Facing Technology Challenges: A Case of Sri Lanka

Purpose: Technology challenges have been recognized as one of the growth retarding factors of Small and Medium Enterprises (SMEs), which further reduced their potential contribution to the national economy. Hence, this research aims to study the Sri Lankan agribusiness SMEs’ overall perception of institutional support towards facing technology challenges.Research Method: A qualitative case study-based methodology was adopted, and a series of key informant interviews were held with 10 SME owners in the Agribusiness sector, using purposive sampling. An in-depth thematic area analysis was used to analyze the data gathered from the interviews and identified five technology challenges faced by SMEs. Findings: SMEs repeatedly stated weak financial base, lack of technical know-how, lack of institutional support, and practical problems that arose when commercializing new products. Many respondents showed a low tendency towards adopting E-Commerce/M-Commerce/E-Marketing and database management systems. The study revealed that they had built network partnerships with other SMEs in the industry on their own. Most SMEs are currently facing difficulties in connecting with Multi-National Companies (MNCs)/ Trans-National Companies (TNCs)/ Large-scale companies. According to the SMEs' overall perception of institutional support, many had low satisfaction in most of the areas. Value: This study is important for the government institutions and relevant policymakers to identify the requirements of SMEs, and thereby, organize customized supportive programs to overcome technology challenges.

THE INSTRUCTOR PARAMETERS OF TRANSITION TO FULLY ONLINE LEARNING

Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors’ perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor’s emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.

Sustaining local ecological knowledge of artisanal fishers: a perspective from northern Colombia

Fishing is one of the oldest activities developed by humans for both food subsistence and economic gain. Artisanal fishing has a great social impact; it helps satisfy basic nutritional needs and generates income for communities. Therefore, local ecological knowledge associated with such fishing practices is important because of its capacity to provide data on fishing research. Fishing in the study area is largely artisanal for subsistence, a consequence of the fact that there are no fishing associations or cooperatives which might empower local workers and help promote the sector. We based our study on a quantitative approach. Through this approach, we analyzed factors that influence future fishing decisions among artisanal fishers in a community in northern Colombia. We found that socioeconomic conditions and pollution were important considerations when respondents contemplated future fishing prospects. Respondents' perceptions of institutional support also influenced their attitudes about fishing. Most respondents planned to continue fishing. We encourage local authorities in such communities to address the challenges faced by artisanal fishers and develop strategies to improve the socioeconomic and environmental conditions in which such people work.

Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program

This study seeks to achieve a dynamic understanding of nursing students' engagement trajectories, of the predictive role of their levels of harmonious passion, obsessive passion, exposure to challenge and hindrance demands, and perceptions of institutional support in relation to their engagement trajectories. We also consider the implications of these trajectories for a variety of outcomes related to students' attitudes (i.e., dropout intentions and program satisfaction), psychological health (i.e., negative affect and life satisfaction), and behaviors (i.e., performance and absenteeism). A sample of 2515 first-year nursing students were surveyed five times, with intervals of one month, over a four-month period during the first semester of their program. Our results revealed four profiles of students presenting High and Stable, Moderate and Decreasing, Low and Decreasing, and Moderate and Stable engagement trajectories. Harmonious and obsessive passion, challenge and hindrance demands, and institutional support were associated with these trajectories in a way that mainly supported our expectations. Trajectories characterized by lower levels of engagement were associated with higher levels of negative affect and absenteeism, and with lower levels of performance, program satisfaction, and life satisfaction. Conversely, trajectories characterized by higher levels of engagement were associated with lower levels of dropout intentions and higher levels of performance.

Areas of work-life that contribute to burnout among higher education health science faculty and perception of institutional support

ABSTRACT Background COVID-19 added responsibilities to faculty in health-related fields. Educators in these areas have experienced pandemic-related role strain in both the clinical and academic settings. Purpose This investigation sought to identify how health science faculty at one institution perceived challenges related to the COVID-19 pandemic in their role and to glean opportunities for institutions to increase the degree of support for faculty. Methods An analysis of narrative comments was conducted on a survey assessing burnout and well-being. The survey was distributed to full-time faculty within the College of Health Sciences at a four-year institution. Using the areas of work-life model as a guide, two free-text questions within the survey were analysed to identify major themes. Results 39 participants contributed narrative responses to the qualitative, open-ended questions. Three themes emerged related to the areas of work-life categories: work-life imbalance, stress and unwellness, and unmet support needs. Strategies for enhanced well-being were noted to be workload management, administrative support, and wellness opportunities. Conclusions This analysis provides insight into why health science faculty may be experiencing feelings of disengagement and exhaustion in their work. Enhanced workload and lack of community during the pandemic were major drivers of this phenomenon. Flexibility in workload, genuine concern and appreciation expressed by institutional leaders, and accessible wellness opportunities may help to offset these negative feelings.

Family Planning, Fertility, and Medical School: A Survey of Students' Plans and Perceptions of Institutional Support.

Background Deciding when to pursue parenthood can be difficult for medical trainees and infertility is more common in the physician population. However, few studies have examined the views of very early career trainees. The goal of this study was to assess premedical and medical student plans for family building, knowledge of fertility, and thoughts on assisted reproductive technology, as well as institutional support for parenthood in medical school and fertility curriculum. Methods Web-based cross-sectional survey on Qualtrics distributed through social media and school organization-based networks. Responses were reported as frequency and percent and compared across subgroups of population with χ2 tests. Results The study had a total of 605 premedical and medical students respondents. Most students (78%) do not have children but plan to have children in the future. Almost two-thirds (63%) of students would consider using assisted reproductive technology. More than 80% of respondents have considered or would consider oocyte cryopreservation for themselves or their partners. A majority (95%) of students are worried about balancing parenthood and a career in medicine and about their fertility declining while they complete medical training (84%). The most frequently cited barriers to family planning during medical school and residency were: limited time off during training (84%), demands of training (82%), cost of having a child (59%), and stigma of having a child during training (45%). Less than half of medical students had formal education on infertility. Conclusions Premedical and medical students are worried about fertility declining in training and about balancing parenthood and medical careers, but gaps in knowledge and institutional support exist.

One year later: digitalized higher education in pandemic times. An international study of higher education faculty’s response

Abstract The paper describes the international research conducted in collaboration between the University of Padova, University of North Texas, and Windesheim University of Applied Sciences. The study explores how higher education faculty involved in professionalizing courses for the educational area perceive the pandemic-induced transition to digitalized education (DE), after one year of experience with it. This paper introduces the second phase of a research study that began as early as spring 2020, with an online survey distributed worldwide. It seeks to investigate possible changes after one year of digitalized education related to (1) perceptions of institutional support and professional training offered; (2) potential and challenges of DE; and (3) professional intentions for future uses of DE. Details on the instrument’s reliability and structure will also be provided. We are exploring how the DE is changing teachers’ routines and whether these changes are paving the way for collaborative, reflective, and student-centred approaches that could have long-term consequences. This is to help focus future training pathways to better support teachers in teaching effectively and efficiently for learning, both in times of crisis and in times of normalcy.

A qualitative descriptive study of the impact of the COVID-19 pandemic on staff in a Canadian intensive care unit

PurposeWe sought to explore the lived experiences of a professionally diverse sample of healthcare workers (HCWs) in a single intensive care unit (ICU) serving a large and generalizable Canadian population. We aimed to understand how working during the COVID-19 pandemic affected their professional and personal lives, including their perceptions of institutional support, to inform interventions to ameliorate impacts of the COVID-19 and future pandemics.MethodsIn this qualitative descriptive study, 23 ICU HCWs, identified using convenience purposive sampling, took part in individual semistructured interviews between July and November 2020, shortly after the first wave of the pandemic in Ontario. We used inductive thematic analysis to identify major themes.ResultsWe identified five major themes related to the COVID-19 pandemic: 1) communication and informational needs (e.g., challenges communicating policy changes); 2) adjusting to restricted visitation (e.g., spending less time interacting with patients); 3) staffing and workplace supports (e.g., importance of positive team dynamics); 4) permeability of professional and personal lives (e.g., balancing shift work and childcare); and 5) a dynamic COVID-19 landscape (e.g., coping with constant change). The COVID-19 pandemic contributed to HCWs in the ICU experiencing varied negative repercussions on their work environment, including staffing and institutional support, which carried into their personal lives. ConclusionHealthcare workers in the ICU perceived that the COVID-19 pandemic had negative repercussions on their work environment, including staffing and institutional support, as well as their professional and personal lives. Understanding both the negative and positive experiences of all ICU HCWs working during the COVID-19 pandemic is critical to future pandemic preparedness. Their perspectives will help to inform the development of mental health and wellbeing interventions to support staff during the COVID-19 pandemic and beyond.

Moral distress and spiritual/religious orientation: Moral agency, norms and resilience.

Nurses tasked with providing care which they perceive as increasing suffering often experience moral distress. Response to moral distress in nurse wellbeing has been widely studied. Less research exists that probes practicing nurses' foundations of moral beliefs. The purpose of this phenomenological study was to gain understanding of nurse meaning-making of morally distressing situations, with particular attention to ethical norms, moral agency and resiliency, and nurse religious/spiritual orientation. This exploratory study employed semi-structured interviews using open-ended questions. Qualitative data analysis was assisted by MAXQDA software. Nine pulmonary care nurses during COVID-19 in a tertiary care teaching hospital in the northeastern United States. The study was approved by the IRB. Participants were consented before the study and confidentiality was preserved. The study revealed three main themes of meaning-making, rooted in the identity of the "good nurse": Being true to one's own values, pursuing ideal patient care ("doing good"), and conforming to/challenging values of the system and culture. Tensions were found between (a) nurse's own values (b) duty to institutional norms and duty to nurse's personal code of ethics, and (c) perceptions of institutional support in response to nurse moral distress. Religion was described as a remote source of nurse moral values, among other sources. Spiritual practices were not experienced as sufficient in coping with moral distress at the bedside. The study suggests nurses need more opportunities to engage in reflection on their practice and values. The findings also indicate need for accessible institutional supports for nurses experiencing moral distress and strategic use of chaplains in helping with moral distress. Further research is needed on the interplay of nurse spirituality, moral agency, and reflective practice in the face of morally challenging situations.

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

Undocufriendly ≠ undocuserving: Undocumented college students’ perceptions of institutional support.

“The hierarchy is your constraint:” a qualitative investigation of social workers’ moral distress across a U.S. health system

ABSTRACT This paper reports findings from a qualitative study on the triggers of hospital social workers’ moral distress at a large southern U.S. health system. Moral distress occurs when ethical conflict cannot be resolved in a way that aligns with an individual’s personal and professional values and ethics. Participants indicated that moral distress derives from both individual interactions and the culture and climate of health systems. For example, participants expressed how sources of moral distress derived from client-centered decisions, such as end-of-life care and patient autonomy; interpersonal dynamics, including team or supervisory conflict; structural issues, such as insurance barriers or internal hospital policies; and organizational values, such as perceptions of institutional support and validation. Implications of this research suggest that health systems need to foster positive ethical environments that nurture clinicians’ health and mental health through programs that aim to increase moral resilience, promote empowerment, and foster wellness.

Attitudes, perceptions, self-efficacy and knowledge levels of Israeli nurses in relation to opioid misuse: A cross-sectional survey.

In an opioid epidemic that is imposing heavy health burdens on individuals, families and health systems, nurses are the main front-line caregivers in the battle against the unrelenting increase in opioid medication misuse. Yet, little research has been conducted on nurses' opinions and knowledge surrounding this issue worldwide and in Israel as well. To evaluate Israeli nurses' attitudes, their knowledge about opioid use and misuse, their perception of institutional support, and their perception of their role and self-efficacy in preventing and treating opioid misuse. Cross-sectional study. The data were collected through an electronic questionnaire from 414 Israeli registered nurses using the Qualtrics platform for on-line surveys. The majority of the sample perceived their role positively, held positive attitudes toward people with opioid addiction, and were willing to take care of persons who misused opioids. Nurses reported low scores on knowledge, perceived institutional support, and self-efficacy relating to the issues surrounding opioid pain medication use and misuse. The results clearly indicate a lack of up-to-date knowledge among nurses concerning opioids use. This situation must be urgently corrected through revisiting the subject of opioids across undergraduate, graduate, and continuing nursing education programs. Improved knowledge, combined with a supportive organizational culture, should strengthen nursing care provided to this frequently neglected patient population. Broad insight into nurses' attitudes, their level ofknowledgeabout opioid use and misuse, and their perceptions of their own role in preventing and treating such misuseare essential for creating targeted, relevant educational interventions for nurses with the aim of providing safe and effective opioid treatment for individuals with pain.

Nurse practitioner preceptor resource needs and perceptions of institutional support.

Nurse practitioner (NP) preceptors encounter stress when balancing clinical responsibilities with mentoring. Support can decrease role stress and promote preceptor resilience. Characterize NP preceptor resource needs and their perception of support for the clinical preceptor role. A cross-sectional, mixed-methods study used a web-based survey to identify preceptor resource needs. A convenience sample from a large, academic Midwestern university was recruited by email, with reminder emails 1 and 2 weeks after initial invitation. Survey tools included researcher-designed questions about preceptor-desired resources, an adapted Preceptor's Perception of Support Scale, and qualitative questions of preceptor needs. Data were analyzed using descriptive statistics and qualitative thematic analysis. Two hundred thirty-nine of 784 surveys (30.48%) were returned. Preceptors valued free mentoring resources, desired access by "smartphone app," and identified mentoring topics of interest. They perceived adequate role preparation, clearly defined roles, supportive and knowledgeable colleagues, committed supervisors, and appropriate workload. Respondents noted the following insufficiencies: time for normal duties while precepting, preceptor resources, opportunities to share with colleagues, faculty-student time, and faculty assistance to identify student's performance problems. Qualitative data highlighted faculty-preceptor communication and compensation as preceptor concerns. Preceptors feel a need for specific supports identified in this study. Preceptor insights inform strategies to build clinical preceptor resilience and well-being, strengthen the academic-practice partnership, and facilitate positive education outcomes. Faculty should increase communication-based support individualized to specific student needs. Resources should be developed that more fully support specific competencies and skills within NP student clinical education.

Pharmacists’ perspectives about spiritual care: A state-wide survey

BackgroundPatients’ religious and spiritual beliefs affect their health behaviors, health outcomes, and interactions with health care providers. Incorporating spiritual support in clinical care contributes positively to patient health outcomes. No known studies have explored spiritual care (SC) within the context of pharmacy practice. ObjectiveTo examine pharmacist perspectives about SC, the frequency with which SC is incorporated in pharmacy practice, and the ways that pharmacists provide SC. MethodsData were collected using a cross-sectional statewide survey. The 57-item questionnaire was mailed to 1000 randomly selected registered pharmacists in California in 2019. Descriptive statistics, Pearson correlation, independent samples t test, and chi-square tests were used to analyze the data. ResultsMost of the 215 respondents were female (57.5%); the average length of work experience was 23.3 years (SD = 14.4). Just over half practiced in an urban setting (51.1%); similarly, half worked with terminally ill patients (50.2%). Most of the respondents were “somewhat” to “very spiritual” (77.8%) and “somewhat” to “very religious” (64.3%). Most pharmacists agreed that pharmacists should know about patients’ spiritual concerns that may relate to their health (60.5%), that they should practice in a spiritually sensitive manner (73.4%), and that addressing patients’ spiritual concerns improved their mental and physical health (76.7%). Respondents “rarely” to “very often or always” prayed privately for a patient (63.8%) and talked to patients about a spiritual and/or religious topic (51.2%), encouraged a patient to pray (49.3%), referred patients to their clergy or religious leader (39.5%), and prayed with a patient (33.5%). The frequency of spiritual services provided by pharmacists differed by their own spirituality, religiosity, and perception of institutional support (P < 0.05). ConclusionMost of the respondents were spiritual and religious and believed that spirituality is important for their patients. Thus, some provided SC to their patients. Future research is warranted to examine ethically appropriate strategies for pharmacists to provide SC.

Measuring institutional transformation: a multifaceted assessment of a new faculty development program

PurposeThis study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&amp;S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.Design/methodology/approachThis study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.FindingsFindings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.Research limitations/implicationsDue to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.Originality/valueThis study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

Combining and managing work-family-study roles and perceptions of institutional support

ABSTRACT Students registering for distance education degree-level study frequently cite flexibility as a factor influencing their choice for this mode of study, but little is known about how students manage simultaneous and/or potentially conflicting roles. This study used a self-report open-ended online survey, completed by 348 tertiary-level final-year undergraduate distance students in the United Kingdom. Respondents were asked how they managed to combine roles and their perceptions of university support. After a thematic analysis, three main themes were identified: building rituals and habits for learning, navigating online environments and contexts for learning, and responding to the pressures and problems that hindered their learning. Students expressed a desire for more proactive support from tutors. From the university, students wanted realistic and practical guidance and planning tools to prepare themselves and others (such as their employers and family) for the likely practical requirements of distance study when combining multiple roles.

Innovative interventions and provisions of accommodations to students with disabilities

ABSTRACT The literature on the inclusion of students with disabilities in the university setting highlights the great importance of the faculty’s willingness to provide quality accommodations. However, current studies offer only an initial analysis of the factors explaining these accommodations. Current research requires the analysis of new actions that will improve the accommodations provided by the university faculty. The objective of this study is to research the effect that innovative programmes and interventions have on the provision of accommodations to university students with disabilities. Using structured questionnaire, sample of 182 university professors, and structural equation model, the results indicate that innovative programs and interventions have a significant influence on the provision of accommodations by improving both personal beliefs regarding students with disabilities and the professors’ perception of institutional support. Suggestions are proposed for implementing strategies to implant intervention programs that will improve the faculty’s willingness to provide accommodations and support to students with disabilities.

Breastfeeding knowledge, attitudes, intentions, and perception of support from educational institutions among nursing students and students from other faculties: A descriptive cross-sectional study

BackgroundNursing education aims to promote positive health practices among the general population as well as among nurses themselves. Breastfeeding is one of these important health practices. However, to date there is little evidence regarding the extent to which nursing education affects nursing students' attitudes, knowledge, intentions, and their perception of institutional support regarding breastfeeding. ObjectivesTo compare breastfeeding attitudes and knowledge among nursing students and students from other faculties, as well as their perception of their academic institution's support for breastfeeding, and to explore the association between these factors and students' intention to breastfeed during the course of their studies. DesignThis study was a descriptive cross-sectional study. SettingsThe study was conducted at a large university in central Israel. ParticipantsOne hundred female students from the faculty of nursing and 100 female students from other faculties, of childbearing age, who were either pregnant or mothers. MethodsThe students completed a questionnaire regarding their breastfeeding knowledge, intentions, attitudes, and their perception of their academic institution's support for breastfeeding. ResultsNursing students' level of breastfeeding knowledge was very high, and higher than that among students from other faculties. However, both groups had similar moderately positive overall scores for attitudes towards breastfeeding. In addition, both groups expressed similar moderate intentions to breastfeed during the course of their studies. Students' perception of their academic faculty as supportive of breastfeeding, their breastfeeding attitudes, and breastfeeding knowledge, were found to predict their intention to breastfeed during the course of their studies. ConclusionsNursing programs should place more emphasis on improving nursing students' attitudes towards breastfeeding. In order to promote breastfeeding among students during their studies, it is important to ensure a pro-breastfeeding environment on campus.

Perceptions of academic administrators of the effect of involvement in doctoral programs on faculty members' research and work–life balance

BackgroundSupport for research strongly predicts doctoral program faculty members' research productivity. Although academic administrators affect such support, their views of faculty members’ use of support are unknown. PurposeWe examined academic administrators' perceptions of institutional support and their perceptions of the effects of teaching doctoral students on faculty members’ scholarship productivity and work-life balance. MethodsAn online survey was completed by a random sample of 180 deans/directors of schools of nursing and doctoral programs directors. Data were analyzed with descriptive statistics, chi-square analysis, and analysis of variance. DiscussionDeans and doctoral program directors viewed the level of productivity of program faculty as high to moderately high and unchanged since faculty started teaching doctoral students. Deans perceived better administrative research supports, productivity, and work–life balance of doctoral program faculty than did program directors. ConclusionFindings indicate the need for greater administrative support for scholarship and mentoring given the changes in the composition of doctoral program faculty.