FEATURE STUDENT EDUCATION
supportive. In response to this challenge, Sarah
created the virtual coffee break.
Sarah explains how the idea emerged: ‘When
the university announced its “closure”, I felt this
gave a misperception; although physical doors were
shut, lecturers were still working. I felt suddenly
disconnected with everyone – no chat with students
or staff in the coffee queue or corridors, no students
at my office door.
‘As occupational beings, I imagine everyone’s
sense of belonging was being challenged. I wanted
to create a virtual space that offered personal
connection without formal PowerPoints. It needed to
be regular and accessible to all year groups; people
needed to know where we were and when.’
A virtual solution
Sarah set up the virtual coffee break on Blackboard
virtual
coffee time has established
an essential connection
and support system with
one another’ and acts as ‘a
‘‘...the
reminder to me of the bigger
community I am a
part of.
Collaborate Ultra; initially running three
times a week for an hour.
Students and staff
were able to access
the session via
a weblink or
a direct dial
number, which
was more
accessible for
students on
placement.
Just two
days after the
university shut its
physical doors, over
40 students and five staff
were being welcomed into
the virtual room.
Describing the original structure of the virtual
coffee breaks, Sarah adds: ‘In the first part of the
session, the teaching team provided a question and
answer session on changes happening within the
university and practice placement settings.
‘In the second half of the session everyone
supported one another, swapping strategies for
home working and social distancing. True to form,
our occupational therapy community were using
occupation to promote wellbeing; they were baking,
gardening, exercising, crafting, and shopping for
neighbours, in order to maintain their occupational
balance.
‘The text comments box enabled all participants
to actively engage in the virtual coffee break, with the
emoji becoming a significant means of expression.’
Caroline Trevor, a first-year student explains that
the virtual coffee breaks ‘are relaxed, with a serious
informative element’, but are fun too. ‘It never feels
rushed and every contribution is encouraged and
valued,’ she reflects.
The virtual coffee break encourages everyone to
take time out. Caroline says that it ‘makes me sit with
a cup of coffee and is time for me to refocus’. She
ads: ‘I have been able to escape my home life.’
Within the virtual coffee breaks, Sarah explains,
‘the gravity of the situation is dispersed with humour
and terrible jokes’.
This is particularly valued by Amy Edwards, a first
year student who uses these sessions to enable her
‘to have a laugh during these uncertain times’ with
other students and staff members. ‘It’s a really nice
way to unwind and relax for an hour or so,’ she says.
Farrah Money, a second-year student, says that
she values the virtual coffee break for the ‘interesting
and inspiring conversation, as well as lots of ideas
and laughs’, an opinion echoed by Anna Stower, a
third-year student, who feels that the virtual coffee
breaks have ‘given a space to share thoughts,
support and be supported, in a relaxed and fun way’.
The positive impact on the university
occupational therapy community
Occupational therapists understand the importance
of being part of a community for the sense of
belonging that this provides, and the overall impact
upon our health and wellbeing (Christiansen and
Townsend 2013).
The university could no longer provide the physical
environment to support social connections. People
were now dispersed across the UK and Ireland.
Despite social distancing, the virtual coffee break
has allowed connections between staff and students
in the occupational therapy community at CCCU to
increase.
‘The virtual coffee break has provided an
opportunity to feel connected at a time of physical
disconnection, says Anna. While Caroline reflects
that ‘the virtual coffee time has established an
essential connection and support system with one
another’ and acts as ‘a reminder to me of the bigger
community I am a part of’.
Farrah echoes this sentiment, when she explains
that she attends the virtual coffee break because ‘it
gives me a weekly connection to people allowing me
to stay in touch with the university community’.
The virtual coffee break has enabled students to
have increased interaction with their peers, across all
year groups and two campuses. Anna observes that
30 OTnews August 2020