Daly Lynn, Jean

Rohde, Johanna

English

Objectives: To explore the psychological impact of Covid-19 on the educational experience of allied health and healthcare science students.Design: A participatory research design including focus groups with student researchers was adopted. Student researchers were final year students trained to facilitate online focus groups with their peers and thematically analysed the results with support from the academic team.Methods: Six peer researchers undertook both synchronous and asynchronous training and worked in pairs to facilitate the online focus groups. This ongoing study has completed three focus groups (FG) (first years FG N=4; second year FG N=4; Final year FG N=4) using an online platform called Blackboard Collaborate. Participants have been recruited via email through the School of Health Sciences.Results: The themes emerging to date are social isolation, the impact of informal communication on friendships and learning, uncertainty around practice placement, anxiety and increased workload, financial stress and stigma experienced as a result of the media attention on students breaking governmental guidance. Conclusions: The findings highlight the psychological impact on our future allied health and healthcare science workforce. The health care workforce of Northern Ireland needs nurtured to ensure the provision of health services in the future. This research aims to identify gaps and future needs the students might have so they can be supported to mitigate any impact this might have on their future career. The strong student voice in this research seeks to amplify the student experience and foster research skills within an undergraduate cohort. <br/

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There is limited literature about how studentswho are training to be part of health and socialcare professions cope the challenges they faceduring a global pandemic. During the SARSoutbreak, students experienced stigmatisationdue to working on frontline and had to isolatefrom family members to reduce risk of infection(Bai et al. 2004). Social isolation measures cannegatively impact students physical and mentalhealth (Keller at al. 2020). A study exploring thepsychological impact of Covid-19 on Chinesemedical students found that 24.9% experiencedmild to severe anxiety (Chao et al. 2020).Peer support and face to face interaction ineducation improves various clinical skills(Stone et al. 2013). Therefore, online learningcan impact on the student's ability to feelconfident during placement and as graduates'transition into the workforce. This in turn canhave a psychological impact on both thestudent and newly graduated healthcareprofessionals.Aim: To explore the psychologicalimpact of Covid-19 on theeducational experience of alliedhealth and healthcare sciencestudents.Methods CONCLUSIONThe psychological impact of Covid-19 on Allied Health and Healthcare    Science Students Johanna Rohde and Jean Daly-LynnSchool of Health Sciences, Ulster University Coping strategiesBibliographyDesign:- Participatory research design including focus groups facilitated by peer researchers- Peer researchers (PR) were trained final year students- Data was analysed by two final year placement students and one academic member of staff using thematic analysis. One placement student was also a PR.Method:- Six PRs received synchronous and asynchronous training- Focus groups facilitated by PRs in pairs- Six focus groups (FG) took place between February and March 2021Ø First year FG N=6Ø Second year FG N=9Ø Third Year FG N=8- FG were held on the online platform called Blackboard Collaborate. Participants were recruited via email through the School of Health Sciences.1.Bai, Y., Lin, C. C., Lin, C. Y., Chen, J. Y., Chue, C.M. and Chou, P. (2004) Survey of stress reaction among health care workers involved with the SARS outbreak. Psychiatric Services, 55(9), 1055-1057.2.Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, and Zheng, J. (2020) The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287.3.Keller, T.E., Perry, M. and Spencer, R. (2020) Reducing Social Isolation Through Formal Youth Mentoring: Opportunities and Potential Pitfalls. Clinical Social Work Journal, 48 (1), 35-45.4.Stone, R., Cooper, S., Cant, R. (2013) The value of peer learning in undergraduate nursing education: a systematic review. ISRN Nurs. 2013: 930901.- Twenty-three student participated in six FGs.Ø Seven males       Ø Eleven mature studentsØ Four students had positive Covid diagnosisThemes emerging to date:Biggest struggles identified by year groupFirst Year- Lack of social interaction- Managing multiple responsibilities- Missing out on sporting competitionsSecond Year - Lack of social interaction- Loss of motivation- Managing workload and responsibilitiesFinal Year- Lack of social interaction- Negative impact on hobbies- Managing multiple responsibilityThe analysis of data is still ongoinghowever preliminary findings arehighlighted here. The psychologicalimpact on the future allied health andhealthcare science workforce washighlighted. The health care workforce ofNorthern Ireland needs nurtured toensure provision of services in future andmitigate against future risks.This research highlighted:Ø Future needs to support students ingaining clinical skills and confidence.Ø Psychological support requirementsfor students and early careerhealthcare professionals.Through peer research and analysis leadby peers the student voice is strong andamplifies the student experience.Introduction RESULTS

The psychological impact of Covid-19 on Allied Health and Healthcare Science Students

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The psychological impact of Covid-19 on Allied Health and Healthcare Science Students

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