Dorothea Guias

Bio: Dorothea Guias is an academic researcher. The author has contributed to research in topics: Burnout & Psychology. The author has co-authored 1 publications.

Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research

Abstract: Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic.

Perceptions and learning experiences of nursing students receiving peer video and peer verbal feedback: a qualitative study

Abstract: Peer feedback is useful for enhancing students’ learning outcomes, but nursing students’ experiences of receiving peer video and verbal feedback are not commonly explored. We investigated nursing students’ views on receiving peer video and verbal feedback after simulated practice during skills laboratory lessons. This descriptive qualitative study included 30 first-year undergraduate nursing students. Eight semi-structured focus group discussions were conducted via Zoom and thematically analysed. Five themes and 12 subthemes were developed. Peer feedback was valuable to students as it provided a conducive environment where they received individualised feedback. Students may or may not find it less stressful compared to receiving faculty feedback. Some found peer video feedback useful as it provided evidence of their performance, while others felt that it was unnecessary and hindered learning. Peer and faculty feedback complemented each other and improved student learning. Peer feedback was perceived favourably by the nursing students. It should occur after faculty feedback and both forms of feedback should be part of the nursing curriculum.