Impact of the COVID-19 Pandemic on the Emotional Intelligence of Student Pharmacist Leaders

Changes in perceived stress and food or housing insecurity associated with COVID-19 in doctor of pharmacy students: A pre- and current- COVID-19 survey

Background

The novel coronavirus 2019 (COVID-19) pandemic impacted everyday life for most individuals, including students. Unique COVID-19 stressors among students may include virtual learning, mental stress, and being socially distanced from classmates. Studies examining the impact of COVID-19 on stress and lifestyle changes among pharmacy students are limited.

Objective

The primary purpose of this study was to compare stress and food or housing insecurity changes associated with COVID-19 in U.S. Doctor of Pharmacy (PharmD) students pre-COVID vs. during-COVID.

Methods

A 23-item survey was administered via Qualtrics® to multiple PharmD programs across the U.S. in pre-COVID-19 (spring 2019) and during-COVID-19 (spring 2021). Participants were recruited via e-mail. The survey included questions related to demographics, lifestyle (sleep, exercise, work hours, extracurricular activities), and food and housing insecurities. The survey also included a validated instrument to measure stress (Cohen-Perceived Stress Scale). Results from 2021 were compared to a similar national survey serendipitously administered prior to COVID-19 in Spring 2019.

Results

Pre- and COVID-19 analytical cohorts included 278 and 138 participants, respectively. While pre-COVID-19 students were slightly older (29.9 ± 4.7 vs. 27.7 ± 4.2, p ≤0.001), relative to COVID-19 students, other demographic factors were similar. No significant difference was observed in reported stress levels (PSS = 20.0 ± 6.3 vs. 19.7 ± 6.2, p = 0.610) between time periods. Significant differences in food (53.2% vs. 51.4%, p = 0.731) and housing (45.0% vs. 47.1%, p = 0.680) insecurity were also not seen.

Conclusions

These findings highlight that PharmD students' perceived stress and food and housing insecurities due to COVID-19 may have been minimal. Additional studies on pharmacy students should be conducted to validate these results. These results may help inform policymakers and stakeholders during the early stages of any future pandemics.

Exploring the COVID-19 Landscape and Our Path Forward Using a Formalized SWOT Analysis

OBJECTIVE

This study aimed to share the results of a formalized SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis focusing on perceptions and the long-term impact of the COVID-19 pandemic.

METHODS

The study used a parallel mixed-methods approach. This included a quantitative component, which used presurvey descriptive data, and a qualitative component, which involved SWOT analysis via focus groups. Participants were recruited via email. Volunteers responded to survey questions regarding the COVID-19 pandemic. Ten focus groups were created and conducted in February 2022. Responses were transcribed and coded by 2 independent investigators and a third to resolve disagreement. Group consensus determined the themes.

RESULTS

On the survey (n = 55), over half of respondents noted lack of motivation and attention deficit emerging during the pandemic. However, less than half felt that they had access to appropriate support/services. Regarding mental health, some reported increased anxiety, loneliness, depression, and sleep disorders, yet a small percentage of respondents felt that they were provided with support to mitigate these issues. Focus group sessions resulted in 404 statements, which determined the following 8 themes: communication, pivoting the learning and assessment process, COVID-19 safety, interpersonal relationships, health and wellness, finances, student services, and competition in the job market. The top strength was in pivoting the learning process, top weakness was in university communications, and the top opportunities and threats were in pivoting to virtual learning.

CONCLUSION

As the country continues to experience COVID-19 waves, it is important to reflect on and understand the effects of the previous reactions, and explore ways to increase and sustain motivation, limit lasting negative effects, and remain proactive and prepared for the future.

Strategic human resource management practitioners' emotional intelligence and affective organizational commitment in higher education institutions in Georgia during post-COVID-19

The COVID-19 pandemic has significantly affected the global workforce, presenting unprecedented challenges to managers and practitioners of strategic human resource management. Pandemic-influenced changes in the employment relationship highlighting the need for adaptation in order to facilitate a return to pre-pandemic conditions. Crises such as this can have a detrimental effect on employees' psychological contract, which in turn can hinder the organization's ability to thrive in the post-COVID-19 era and impede the development of high commitment levels in the aftermath of the crisis. Emotional intelligence plays an increasingly vital role in effectively navigating the crisis and providing support to employees, while also facilitating the reconstruction of the psychological contract. Therefore, this study aims to explain the role of emotional intelligence of strategic human resource management practitioners on affective organizational commitment and the possible mediating effect of the psychological contract in that relationship. A quantitative study took place in February 2023 among 286 HR directors, HR managers, and HR officers in higher education institutions in Georgia. Partial Least Squares for Structural Equation Modelling was applied for data analysis. The results revealed that the emotional intelligence of strategic human resource management practitioners has a positive impact on the psychological contract and the affective organizational commitment. This study supports the idea that emotional intelligence can transform strategic human resource management practitioners into individuals who engage in people-orientated activities. These activities aim to effectively acquire, utilize, and retain employees within an organization. The study also suggests that emotional intelligence can provide solutions to maintain high employee commitment during times of crisis and in the aftermath of unprecedented situations.

Resilience of undergraduate health sciences students during COVID-19: An integrative review

Background

COVID-19 pandemic placed pressure on global health systems, healthcare providers and undergraduate students in health sciences. Students experienced change in the teaching and learning as well as the clinical context resulting in increased stress levels. Resilience assisted students to adapt and develop competencies and effective coping mechanisms.

Aim

The purpose of this integrative review is to identify resilience of undergraduate students in health sciences during the COVID-19 pandemic.

Setting

Online platforms.

Methods

An integrative review was conducted with keywords: resilience, undergraduate students, health sciences and COVID-19. Three different searches were conducted for the time frame 2020-2022 on the relevant electronic data bases with full text articles. A total of 1665 records were identified and 49 potentially relevant articles were identified. Screening resulted in 34 articles that were analysed using the John Hopkins critical appraisal criteria.

Results

Four themes were identified: attributes of students' resilience, aspects enhancing the development of resilience, aspects hindering the development of resilience and recommendations to cultivate resilience.

Conclusion

Resilience is key to withstand the challenges in the global health system. The development of resilience in undergraduate health sciences students should be prioritised to ensure cognitive adaptability, effective coping skills and sufficient support.

Contribution

These findings can assist higher educational institutions to improve their undergraduate health science programs to cultivate resilient health care professionals.

COVID-19 and its impact on the national examination for pharmacists in Japan: An SNS text analysis

The COVID-19 pandemic has created an extraordinary situation for undergraduate students. The aim of this study is to evaluate the impact of the COVID-19 pandemic on the national examination for pharmacists in Japan. In this study, we analyzed the content of Twitter to assess the impact of COVID-19 on the national exam, including psychological aspects. Tweets including the words "national examinations" and "pharmacists" were compiled from December 2020 to March 2021. ML-Ask, a python library, was used to evaluate the emotional register of the tweets on the basis of ten elements: Joy, Fondness, Relief, Gloom, Dislike, Anger, Fear, Shame, Excitement, and Surprise. The presence of COVID-19-related terms was clearly visible in tweets about the national examination of pharmacists between December 1st-and 15th, 2020. It was precisely during this period that the government had announced a strategy regarding national examinations, in the light of COVID-19. The analysis found that post December 16th, words associated with negative emotions were mainly related to the examination, but not to COVID-19. As a result of analyzing only infected areas, a relationship between employment and negative feeling was detected.

Reevaluating Core Elements of Emotional Intelligence in Professional Identity Formation for Inclusion in Pharmacy Education

OBJECTIVES

The objectives of this review are to (1) analyze the core concepts of emotional intelligence self-perception, self-expression, interpersonal relationships, decision-making skills, and stress management and their role in professional identity formation, and (2) investigate the methods and strategies to incorporate emotional intelligence in pharmacy education.

FINDINGS

A literature review of emotional intelligence in health care education was conducted by searching the electronic databases PubMed, Google Scholar, ProQuest, and ERIC. The following search terms were included: emotional intelligence, emotional quotient, in association with professional identity formation, pharmacy curriculum, pharmacy cocurriculum, entrustable professional activities, medicine, and nursing. Only full-length, free-access, English-text articles were included. Twenty articles addressed the inclusion and/or assessment of core elements of emotional intelligence in pharmacy education. Commonly taught, cultivated, and assessed core elements include self-awareness, empathy, and interdisciplinary relationships. Assessment tools used to evaluate emotional intelligence in pharmacy education are subjective, qualitative, and semiquantitative, and may include pre and postcourse surveys, event surveys, and questionnaires.

SUMMARY

The pharmacy literature is scarce on how best to analyze emotional intelligence and the role it plays in the pharmacist's education and practice. A comprehensive integration of emotional intelligence into the pharmacy curriculum is a challenging task and requires additional in-depth discussions on how best to incorporate it in the pharmacist's professional identity formation. The Academy will benefit from re-engaging its constituents in addressing the gaps of emotional intelligence in the professional curriculum in preparation for the Accreditation Council for Pharmacy Education 2025 standards.