Qualitative analysis of negative and positive COVID-19 experiences of frontline client educators in a Canadian maritime province
Notice bibliographique
Résumé
The worldwide COVID-19 pandemic dramatically shifted the ways that citizens lived, increasing rates of mental-health concerns. Frontline-worker stress escalated due to health risks while exposing workplaces ill-equipped to adapt to crises. Educators struggling with occupational stress pre-pandemic were particularly hard hit, as were healthcare and mental-health clinicians and systems. In a Canadian maritime province, we launched a longitudinal proof-of-concept study of a virtual-mental-health intervention to improve quality of life for members of a teachers' union. A vital first question was to understand these frontline educators’ lived experiences during COVID-19 prior to receiving intervention. We selected 60 frontline educators (who were actively working) as study participants from our 9-month rolling consecutive enrollment. At baseline, prior to intervention, they completed an online (Qualtrics) survey including COVID-19 exposures, stressors, and open-ended narrative questions reporting their negative and positive experiences. We reported exposures and stressors and conducted thematic qualitative analysis of their negative and positive experience narratives. During this baseline study (June 2021–March 2022), 24 (of 60) educators reported COVID-19 diagnoses in themselves/friends/family, while 1 educator reported the death of a friend. In a pre-set list of COVID-19 stressors, those most endorsed (77–88%; slight to severe distress) included four issues: 1) inability to see family, 2) and friends, 3) working in a face-to-face environment, and 4) isolation. In qualitative analyses, negative COVID-19 experiences included social isolation, mental/physical health declines, work-life imbalance, loss of major-life-transition events, parenting/caregiver burden, and professional stressors. Positive experiences included slowing down and stepping back, shifting priorities, improved wellbeing, intentional connections, practical benefits, and growth and resiliency. Many reported that COVID-19 had an unforeseen “silver lining” allowing these workers to find solace. General-population cross-sectional and longitudinal papers discuss COVID-19 distress and increasingly report positive experiences. Our study differs by examining frontline educators distressed enough to seek mental-health intervention. We find that themes of distress and resilience provide insight into these workers’ experiences and point to ways institutions could foster resilience. • Frontline Educators reported both negative and positive Covid-19 experiences. • Negative: social isolation, mental/physical health declines, work-life imbalance, loss of major-life-transition events, parenting/caregiver burden, and professional stressors • Positive: slowing down and stepping back, shifting priorities, improved wellbeing, intentional connections, practical benefits, and growth and resiliency • Resilience: access to mental health services, pauses during workday for self-care.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».