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This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks of the transition to online teaching and working from home during the Covid-19 pandemic. The method draws on the work by Gourlay and Oliver (2018) to explore engagement with the digital university in everyday practice. Using data from 412 survey responses and 32 interviews, the study traces varying ways staff characterised themselves during the first months of lockdown in the UK (from March to July, 2020). The findings highlight that university support services underwent a metamorphosis to support the transition to online teaching. However, insufficient attention was paid to the 'identity crisis' and threats perceived by academics who were used to teaching students on campus. Academics tended to focus on transferring traditional teaching practices to the online environment, rather than on changing teaching practice, leaving face-to-face teaching as the default point of reference. These cultural barriers are a persistent obstacle to a more productive engagement with digitalisation. Transitioning to online teaching involves continuing existing work while also learning new practices. Such efforts were challenging for teaching staff who did not have dedicated space at home to work and those with caring responsibilities. This, combined with gendered patterns around caring and the extra support needed by students during the crisis, added emotional labour to already-full workloads. We recommend that intersecting forms of disadvantage be acknowledged, supported and rewarded for universities to create sustainable and just futures.

Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.].

We examined prenatal depression, postpartum depression, and infant temperament, respectively, in a mediated process model to predict maternal role. Using a prospective, observational design, we surveyed 168 women during pregnancy and then in postpartum. Data analyses supported the contribution of each variable in an ascending fashion (ab = −0.01, SE = 0.004, 95 % CI [−0.021, −0.004]), such that infant temperament had the strongest effects ( sr 2  = .124, p  < .001). Further, postpartum depression was found to influence maternal role with both direct effects and indirect effects via infant temperament. These results highlighted the significant impact postpartum depression may have on maternal role. Future interventions targeting mothers experiencing or who are at risk for depression may consider tools to improve mother-baby interactions. The effects of such intervention may subsequently improve both infant temperament and maternal role evaluation.

Although evidence supports the role of social support in perinatal women's well-being, the dynamics of these relationships remain unclear. We examined changes in social support and social network from prenatal to postpartum periods from 168 perinatal women. Individual differences in emotional intelligence (EI) were examined as moderating these changes. Results suggest that functional social support increases in postpartum while social network decreases. EI significantly moderated change in functional social support from fathers such that functional social support from a woman's father was significantly higher in women with higher EI. Changes in social network were not significantly affected by EI.

Introduction Although there are numerous studies that show that emergency department (ED) violence is a prevalent and serious problem for healthcare workers, there is a lack of published evaluations of interventions aimed at reducing this alarming trend. Using an action research model, the authors partnered with six hospitals to plan, implement and evaluate a violence prevention and management intervention. Phase one of this project involved gathering information from employees, managers and patients using focus groups. Methods Ninety-seven persons participated in one of twelve focus groups. The Haddon matrix was used to develop focus group questions aimed at gathering data about the pre-assault, during assault, and post-assault time frames and to compare these findings to planned strategies. Analysis consisted of identification of themes related to interventionstrategies for patients/visitors, employees, managers, and the work environment. Results Thematic analysis results supported the relevance, feasibility, and saliency of the planned intervention strategies. With the exception of a few items, employees and managers from the different occupational groups agreed on the interventions needed to prevent and manage violence against ED workers. Patients focused on improved staff communication and comfort measures. Discussion Results support that violence in the emergency department is increasing, that violence is a major concern for those who work in and visit emergency departments, and that interventions are needed to reduce workplace violence. The Haddon matrix along with an action research method was useful to identify intervention strategies most likely to be successfully implemented and sustained by the emergency departments.

E-textiles provide an interesting field of research as they “blend traditional craft with modern science” (Peppler, 2016) and help learners “broaden their own perceptions of computing” (Searle et al., 2016). Despite the promising findings by primarily long-term interventions structured around e-textiles, educational curriculum reform has been slow to materialize. Educators who embrace a STEAM philosophy are more likely to endorse short workshops, integrating them in existing courses or initiatives; this could serve as a steppingstone for longer interventions and bottom-up curriculum reform. This study examines whether shorter e-textile workshops (lasting four hours) can result in significant gains in understanding. We present an investigation of e-textiles with 22 young children who have no prior experience with e-textiles or working with microprocessors. We present details of our learning design, as well as findings related to circuitry knowledge and computational making skills. We find that the children advanced their circuitry knowledge and practice a range of computational making skills. We further document a series of emerging challenges, including the children’s unwillingness to engage or lack of adeptness with software, a tension between aesthetics and construction, creativity limited by samples of previous e-textile projects, and the difficulty in grasping the materiality of e-textiles. We propose that some direct instruction and facilitation is not incompatible with the making ethos; the approach can help address these challenges, allowing young children to benefit from their participation in short-duration e-textile workshops.

We discuss homes as potential settings for the products of appliance design. We catalog the large international and regional differences. We look at differences in terms of infrastructure: heating, plumbing, electricity, and telephony. We examine differences in the home itself in terms of number of household members, and size of dwelling. We explore the implications of this variation for future ethnographies as well as product creation as we ask the question \"appliances for whom?\" [PUBLICATION ABSTRACT]

E-textiles provide an interesting field of research as they “blend traditional craft with modern science” (Peppler, 2016) and help learners “broaden their own perceptions of computing” (Searle et al., 2016). Despite the promising findings by primarily long-term interventions structured around e-textiles, educational curriculum reform has been slow to materialize. Educators who embrace a STEAM philosophy are more likely to endorse short workshops, integrating them in existing courses or initiatives; this could serve as a steppingstone for longer interventions and bottom-up curriculum reform. This study examines whether shorter e-textile workshops (lasting four hours) can result in significant gains in understanding. We present an investigation of e-textiles with 22 young children who have no prior experience with e-textiles or working with microprocessors. We present details of our learning design, as well as findings related to circuitry knowledge and computational making skills. We find that the children advanced their circuitry knowledge and practice a range of computational making skills. We further document a series of emerging challenges, including the children’s unwillingness to engage or lack of adeptness with software, a tension between aesthetics and construction, creativity limited by samples of previous e-textile projects, and the difficulty in grasping the materiality of e-textiles. We propose that some direct instruction and facilitation is not incompatible with the making ethos; the approach can help address these challenges, allowing young children to benefit from their participation in short-duration e-textile workshops.

In this paper, we discuss domestic appliance use based on an ethnographic study of nine households. Specifically, we look at which domestic appliances users choose to \"program,\" and break them into two categories for analysis; those that allow users to program actions for the future and those that allow for macro creation to make repeated tasks easier. We also look at domestic programming habits based on gender. [PUBLICATION ABSTRACT]

Postpartum depression (PPD) is estimated to affect one in five women each year. Social support, one of the strongest predictors of PPD, has been considered to be a potentially effective point of intervention. Unfortunately, efforts to reduce the prevalence of PPD via social support interventions have been largely ineffective. It is unclear why there has been incongruence between the strong protective effects of social support and its limited utility in interventions. One factor that has been largely overlooked in these efforts is women's ability to actually utilize social support. Emotional intelligence, or women's ability to understand and use their own and others' emotions, may play a role in this process. Emotional intelligence may affect women's use of social support, and corresponding risk for PPD. Building on existing models of the protective effects of social support, this research examined pregnant women's emotional intelligence and its relationship to social support and subsequent symptoms of PPD. Results support the inclusion of emotional intelligence in models of social support and Symptoms of PPD. This study used a web-based, time-sequenced, data collection design. Structural equation modeling was used for analyses.