Students managing work and study role boundaries: a person-centred approach

To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities

The impact of a Student vs Worker identity on work-study conflict and facilitation in university students

Students enrolled at two Australian universities were surveyed about their work and study demands, their control over their job and work schedule, and their levels of work-study conflict and work-study facilitation. While they were completing both university studies and paid employment, their primary identity was either as a student (n = 908) or as a worker (n = 486). Average scores on all measures were significantly different between those whose primary identity was as a student (who works) or a worker (who studies). The demographic variables also showed that those with the student identity worked fewer hours and were considerably younger than those with the worker identity. The four predictor variable significantly predicted work-study conflict and work-study facilitation for both identities. Implications are discussed in terms of the development of their identity

Students managing work and study role boundaries: a person-centred approach

To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities

Effect of angiotensin-converting enzyme inhibitor and angiotensin receptor blocker initiation on organ support-free days in patients hospitalized with COVID-19

IMPORTANCE Overactivation of the renin-angiotensin system (RAS) may contribute to poor clinical outcomes in patients with COVID-19. Objective To determine whether angiotensin-converting enzyme (ACE) inhibitor or angiotensin receptor blocker (ARB) initiation improves outcomes in patients hospitalized for COVID-19. DESIGN, SETTING, AND PARTICIPANTS In an ongoing, adaptive platform randomized clinical trial, 721 critically ill and 58 non–critically ill hospitalized adults were randomized to receive an RAS inhibitor or control between March 16, 2021, and February 25, 2022, at 69 sites in 7 countries (final follow-up on June 1, 2022). INTERVENTIONS Patients were randomized to receive open-label initiation of an ACE inhibitor (n = 257), ARB (n = 248), ARB in combination with DMX-200 (a chemokine receptor-2 inhibitor; n = 10), or no RAS inhibitor (control; n = 264) for up to 10 days. MAIN OUTCOMES AND MEASURES The primary outcome was organ support–free days, a composite of hospital survival and days alive without cardiovascular or respiratory organ support through 21 days. The primary analysis was a bayesian cumulative logistic model. Odds ratios (ORs) greater than 1 represent improved outcomes. RESULTS On February 25, 2022, enrollment was discontinued due to safety concerns. Among 679 critically ill patients with available primary outcome data, the median age was 56 years and 239 participants (35.2%) were women. Median (IQR) organ support–free days among critically ill patients was 10 (–1 to 16) in the ACE inhibitor group (n = 231), 8 (–1 to 17) in the ARB group (n = 217), and 12 (0 to 17) in the control group (n = 231) (median adjusted odds ratios of 0.77 [95% bayesian credible interval, 0.58-1.06] for improvement for ACE inhibitor and 0.76 [95% credible interval, 0.56-1.05] for ARB compared with control). The posterior probabilities that ACE inhibitors and ARBs worsened organ support–free days compared with control were 94.9% and 95.4%, respectively. Hospital survival occurred in 166 of 231 critically ill participants (71.9%) in the ACE inhibitor group, 152 of 217 (70.0%) in the ARB group, and 182 of 231 (78.8%) in the control group (posterior probabilities that ACE inhibitor and ARB worsened hospital survival compared with control were 95.3% and 98.1%, respectively). CONCLUSIONS AND RELEVANCE In this trial, among critically ill adults with COVID-19, initiation of an ACE inhibitor or ARB did not improve, and likely worsened, clinical outcomes. TRIAL REGISTRATION ClinicalTrials.gov Identifier: NCT0273570

Turnover intentions of New Zealand employees : a multi-study comparison of skill levels : Master of Management in Human Resource Management at Massey University, Palmerston North, New Zealand

This study investigates turnover intentions across three different skill levels of New Zealand employees: low-skilled (Study 1), semi-skilled (Study 2), and skilled (Study 3) using both quantitative and qualitative methods. Specifically, this study first compares job autonomy, supervisor support, and work-life balance towards job satisfaction and turnover intentions and then ultimately, tests a two mediator model in which firstly, work-life balance and then job satisfaction act as the mediators towards turnover intentions. These mediator effects were confirmed by Monte Carlo analysis. Overall, there is strong support across the studies that work-life balance predicts job satisfaction, which in turn predicts turnover intentions. Towards the antecedents, there is uniformity between low-skilled and skilled employee samples, with supervisor support predicting work-life balance and job autonomy predicting both work-life balance and job satisfaction. Finally, this study uses qualitative interviews (Study 4) to add depth to the quantitative results and explore any additional emerging themes, while also providing a personal narrative to the turnover literature, which is often missing. The interviews generally reinforced the quantitative findings although additional themes were found, and two mini-cases were explored regarding actual turnover. Overall, this thesis aids our understanding of turnover intentions across the various skill levels

Student work-study boundary flexibility and relationships with burnout and study engagement

Relatively little is known about how working students manage their dual roles of work and study. To extend this research, we examined the direct and indirect relationships between boundary flexibility-ability (the appraised capacity to modify a boundary of one role to accommodate better the demands of another role) and boundary flexibility-willingness (the preparedness to do so) in both the work and study domains and outcomes of student burnout and study engagement in a sample of 851 working students (76% female; mean age 20.69 years). We tested the indirect paths via work-study conflict and facilitation. Both work and study flexibility-ability and flexibility-willingness, independently and in concert, were related to student burnout (46% variance explained) and study engagement (28% variance explained) as expected, and results supported work-study conflict and facilitation as underlying mechanisms in these relationships, with the indirect path via work-study conflict being more important than that via work-study facilitation. Thus, there are benefits for students when work and study boundaries are flexible and when students are willing to make use of this flexibility

The Sexual Health Knowledge of People with Intellectual Disabilities: a Review

There is a growing recognition that people with disabilities have the same sexual needs and rights as people without disabilities. However, less attention is paid to the sexuality of people diagnosed with intellectual disabilities. This narrative review summarises what is currently known about the level of sexual health knowledge of people with intellectual disabilities. A literature review was conducted of the published literature using Google Scholar, PubMed, PsychInfo, EBSCOhost, and Science Direct. Forty eight articles were identified that addressed the question about the level of sexual health knowledge of people with intellectual disabilities. Overall, studies demonstrate that people with intellectual disabilities are highly variable in levels of sexual knowledge, but on average have a range of deficits in knowledge compared to non-disabled individuals. More tailored education and support in accessing formal and informal sources of information are needed

Effect of Antiplatelet Therapy on Survival and Organ Support–Free Days in Critically Ill Patients With COVID-19

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