LitCovid-sentences  

PMC:7796111 / 34106-39153 JSONTXT 3 Projects

Annnotations TAB TSV DIC JSON TextAE

Id Subject Object Predicate Lexical cue
T231 0-6 Sentence denotes 3.2.2.
T232 7-38 Sentence denotes University Life during COVID-19
T233 39-69 Sentence denotes (i) Adaptation to a New Normal
T234 70-185 Sentence denotes Students indicated they would rather be present at university being tested for SARS-CoV-2 (COVID-19), than go home.
T235 186-382 Sentence denotes Some staff reported feeling initially anxious about their return to work at the university during the pandemic, but they were keen to do so and had quickly adapted to this and the regular testing.
T236 383-547 Sentence denotes With the emotional responses to COVID-19 in mind, participants described extensive adaptations required in order to adapt to a “new normal” in the ongoing pandemic.
T237 548-894 Sentence denotes This included compliance with national restrictions, such as social distancing and self-isolation, but also the acknowledgement of the further challenges these restrictions presented to university life with relation to social engagement (and for first year students, making new friendships) as well as impacts on teaching and learning activities.
T238 895-1028 Sentence denotes Overall, students and staff reported adapting well to the changes resulting from COVID-19 (e.g., online learning and remote working).
T239 1029-1191 Sentence denotes During the intervention period, the experience of testing became more normalised as households engaged in testing processes together and it became a shared habit.
T240 1192-1337 Sentence denotes Periods of self-isolation were seen to be the “new normal” during the pandemic, but participants raised difficulties experienced because of this.
T241 1338-1561 Sentence denotes Some were disappointed to have missed family events, others spoke about the acute impact of self-isolating on mental health and the tensions that had arisen in households as a result of the mental health impact of COVID-19.
T242 1562-1943 Sentence denotes First-year students who had not yet established friendship networks were concerned about missing out on university life: “there is a fear of not making friends at uni, so, when people come here, everyone wants to make lots of friends because that is where you’re here to do at uni, so it is kind of hard having those restrictions kind of prevent that.” (P98, female, Yr1, student).
T243 1944-2286 Sentence denotes Staff spoke of the heavy impacts of the pandemic on their workload, particularly with relation to teaching and learning activities, such as the transition to remote working, re-scheduling of assessments for students who were self-isolating and the additional work required to support partial face-to-face teaching in a COVID-safe environment.
T244 2287-2374 Sentence denotes One of the more significant challenges for staff was the management of student welfare.
T245 2375-2706 Sentence denotes They reported escalating mental health concerns among students that were exacerbated by periods of self-isolation and compounded in the early stages of P-ATS by practical issues for students living on and off campus that were later resolved (e.g., “teething problems” around the organisation of food delivery and laundry services).
T246 2707-2972 Sentence denotes With the potential for students being required to isolate more than once, staff perceived that adaptation to the new normal of COVID-19 and the success of mass testing approaches would require a substantial focus on student welfare and support for mental wellbeing.
T247 2973-3003 Sentence denotes (ii) Improving University Life
T248 3004-3127 Sentence denotes Participants made various suggestions for how the challenges of COVID-19 and adapting to the new normal might be addressed.
T249 3128-3265 Sentence denotes There was a strong appetite for wider-spread testing across all campuses to maximise perceptions of safety in the student and staff body.
T250 3266-3445 Sentence denotes There was a desire for more university-led events to entertain students, facilitate social activity to assist with friendship building and to reduce the boredom of self-isolation.
T251 3446-3583 Sentence denotes There was a general consensus that personal contact and support is essential to reduce the fear and anxiety experienced during this time.
T252 3584-3780 Sentence denotes Students requested personal support from university staff with managing the challenges of missed opportunities or learning experiences due to self-isolation (e.g., lectures or practice rotations).
T253 3781-4017 Sentence denotes They spoke of the importance of regular check-ins from staff during periods of self-isolation to minimise the mental health impacts: “it doesn’t need to be a lot, simple email, not even every day like every other day, how are you doing?
T254 4018-4070 Sentence denotes Do you need anything?” (P116, female, Yr1, student).
T255 4071-4164 Sentence denotes Staff were commended by students for the level of support they had provided during this time.
T256 4165-4357 Sentence denotes Some participants believed that there should be increased education around repercussions or regulation defiance for the minority of students that were not adhering to social distancing advice.
T257 4358-4557 Sentence denotes Students acknowledged that some positive support was already in place from the university with practical tasks, including shopping, and were aware of the workload pressures that this added for staff.
T258 4558-5047 Sentence denotes However, staff disclosed pressures associated with increased student support, particularly with relation to the workload and challenges associated with supporting students after they received a test result and through periods of self-isolation: “So, some support around, for the students, around what happens when you get a positive result would be extremely useful to come alongside that [the testing], so that did increase our workload quite considerably.” (P129, male, staff, academic).