Cross-cultural Study of the Personality Inventory for the DSM-5 (PID-5) across the Portuguese and the United Arab Emirates (UAE) Community and Clinical Populations.

Aims: The present paper focused on compare the PID-5 mean score levels across two matched community and clinical samples of Portugal and the UAE. Background: The generalizability and universality of the Alternative Model of Personality Disorders has been thoroughly studied through the Personality Inventory for DSM-5 (PID-5) across countries and languages. However, studies comparing Western and Middle Eastern countries are still limited, in particular those who assess the PID-5 measurement invariance. Objectives: We examined measurement invariance of the PID-5 scales across matched Emirati and Portuguese clinical and nonclinical groups, as well as compare and contrast the PID-5 mean score levels across both countries and samples. Methods: The Arabic and the Portuguese versions of the PID-5 was administered to Emirati community participants (N = 300, 80% women and 20% men, Mage = 27.95) which were matched with Portuguese community participants (N = 300, 80.3% women and 19.7% men, Mage = 28.96), as well as clinical participants of the UAE (N = 150, 61.3% women and 38.7% men, Mage = 31.29) and Portugal (N = 150, 52% men and 48% women, Mage = 44.97). We examined measurement invariance through an unrestricted Factor Analysis based program, and mean scores levels were compared and analyzed. Results: Our findings supported the PID-5 measurement invariance across the Emirati and Portuguese clinical samples pointing to the universality and generalizability of the Alternative Model of Personality Disorders. The Emirati psychiatric sample exhibited somehow higher results than the Portuguese psychiatric participants, albeit the small effect size for most of the PID-5 scales. Conclusion: Further research is needed to examine the applicability of the PID-5 across non-clinical representative samples of Portugal and the UAE, and other Middle Eastern countries.

Arabic Version of the Personality Inventory for the DSM-5 (PID-5) in a Community Sample of United Arab Emirates Nationals.

BACKGROUND: Section III of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) proposes a model for conceptualizing personality disorders in which they are characterized by impairments in personality functioning and maladaptive personality traits. The Personality Inventory for DSM-5 (PID-5) is a self-report measure that assesses the presence and severity of these maladaptive personality traits. OBJECTIVE: The current study examined the reliability and validity of the Arabic version of the Personality Inventory for DSM-5 (PID-5) to measure maladaptive personality traits in the Emirati population of the United Arab Emirates. METHODS: The Arabic version of the PID-5 was administered to a community sample of 1,090 United Arab Emirates nationals (89.5% female and 10.5% male, mean age = 22.44 years old). The descriptive measures, internal consistency, test-retest reliability, convergent validity with NEO - Five Factor Inventory, as well as PID-5's factor structure, were all addressed. RESULTS: The PID-5facets and domains mean scores were higher in the Emirati sample compared to the original US sample. Internal consistency of the PID-5 scales was acceptable to high and test-retest coefficients ranged from 0.84 (facets) to 0.87 (domains). As expected, the five domains of the Arabic version of the PID-5 correlated significantly with all Five-Factor Model domains of personality. Additionally, the Arabic version of the PID-5 confirmed a five-factor structure that resembles the PID-5 domains. CONCLUSION: The findings of this study provided initial support for the use of the Arabic version of the PID-5 to assess maladaptive personality traits in the Emirati population of the United Arab Emirates.

The Arabic Version of the Personality Inventory for the DSM-5 (PID-5) in a Clinical Sample of United Arab Emirates (UAE) Nationals.

Objectives: We aimed to test the potential of the Arabic version of the PID-5 to distinguish between clinical and non-clinical participants, as well as to examine its convergent validity and factor structure in an Emirati clinical sample. Methods: The Arabic version of the PID-5 was administered to a clinical sample comprised of 156 participants (Mage = 31.38, SD = 8.99, 37.8% male, 62.2% female) and a community sample also comprised of 156 participants (Mage = 31.43, SD = 9.52, 37.2% male, 62.8% female). We addressed the descriptive measures, internal consistency, mean rank scores differences, convergent validity with SCL-90-R, and PID-5's factor structure. Results: As expected, the clinical sample presented statistically significantly higher scores than the non-clinical sample, with medium to high effect sizes. In addition, all the PID-5 domains showed positive correlations with most of the symptomatic constellations of the SCL-90-R as well as the PID-5 facets with all their SCL-90-R counterparts. However, our findings did not entirely replicate the PID-5 original 5-factor structure, as only a 4-factor solution was retained. Conclusions: Future studies with the Arabic PID-5 in clinical samples are needed to understand its relevance and clinical utility in Arabic countries.

Non-technical skills assessment scale in nursing: construction, development and validation1.

OBJECTIVES: The introduction of non-technical skills during nursing education is crucial to prepare nurses for the clinical context and increase patient safety. We found no instrument developed for this purpose. to construct, develop and validate a non-technical skills assessment scale in nursing. METHOD: methodological research. Based on the literature review and experience of researchers on non-technical skills in healthcare and the knowledge of the principles of crisis resource management, a list of 63 items with a five-point Likert scale was constructed. The scale was applied to 177 nursing undergraduate students. Descriptive statistics, correlations, internal consistency analysis and exploratory factor analysis were performed to evaluate the psychometric properties of the scale. RESULTS: scale items presented similar values for mean and median. The maximum and the minimum values presented a good distribution amongst all response options. Most items presented a significant and positive relationship. Cronbach alpha presented a good value (0.94), and most correlations were significant and positive. Exploratory factor analysis using the Kaiser-Meyer-Olkin test showed a value of 0.849, and the Bartlett's test showed adequate sphericity values (χ2=6483.998; p=0.000). One-factor model explained 26% of the total variance. CONCLUSION: non-technical skills training and its measurement could be included in undergraduate or postgraduate courses in healthcare professions, or even be used to ascertain needs and improvements in healthcare contexts.

Concepções Pessoais de Competência e Rendimento Acadêmico: Estudo Longitudinal no Ensino Secundário Português / Personal Conceptions of Competence and Academic Achievement: Longitudinal Study in Portuguese Secondary School

Resumo As concepções pessoais de competência (CPC) influenciam o rendimento escolar e/ou o contrário? Com base nesse questionamento, neste estudo pretendeu-se analisar a relação entre CPC (concepções pessoais de inteligência, atribuições causais, autoconceito, autoeficácia e competência emocional) e o rendimento escolar ao longo do ensino secundário, especificamente em Português. Com esse objetivo, administrou-se o Questionário Compósito de Competência Percebida (162 itens) para 433 alunos, entre os quais estão 52,8% de meninas com idade entre 14 e 18 anos (M=15,3; DP=0,63), num desenho longitudinal com três momentos separados por um ano de intervalo. Globalmente, os resultados revelaram relações recíprocas: o rendimento de um ano influenciou as CPC no ano seguinte e o autoconceito e a autoeficácia foram os principais preditores do rendimento escolar.

Abstract Do personal conceptions of competence (PCC) influence academic achievement and/or academic achievement influences PCC? In this context we sought to examine the relationship between PCC (personal conceptions of intelligence, causal attributions, self-concept, self-efficacy and emotional competence) and academic achievement throughout secondary school in Portugal. With this aim, the Composite Questionnaire of Perceived Competence (162 items) was administered to a sample of 433 students, 52.8% girls, aged between 14 and 18 years (M=15.3; SD=.63), in a three-wave longitudinal design separated by a gap of one year. Overall, the results evidenced reciprocal relationships: the achievement in the first year influenced PCC in the following year and self-concept and self-efficacy were the main predictors of academic achievement.

Non-technical skills assessment scale in nursing: construction, development and validation / Escala de avaliação de habilidades não técnicas em enfermagem: construção, desenvolvimento e validação / Escala de evaluación de habilidades no técnicas en enfermería: construcción, desarrollo y validación

ABSTRACT The introduction of non-technical skills during nursing education is crucial to prepare nurses for the clinical context and increase patient safety. We found no instrument developed for this purpose. Objectives: to construct, develop and validate a non-technical skills assessment scale in nursing. Method: methodological research. Based on the literature review and experience of researchers on non-technical skills in healthcare and the knowledge of the principles of crisis resource management, a list of 63 items with a five-point Likert scale was constructed. The scale was applied to 177 nursing undergraduate students. Descriptive statistics, correlations, internal consistency analysis and exploratory factor analysis were performed to evaluate the psychometric properties of the scale. Results: scale items presented similar values for mean and median. The maximum and the minimum values presented a good distribution amongst all response options. Most items presented a significant and positive relationship. Cronbach alpha presented a good value (0.94), and most correlations were significant and positive. Exploratory factor analysis using the Kaiser-Meyer-Olkin test showed a value of 0.849, and the Bartlett's test showed adequate sphericity values (χ2=6483.998; p=0.000). One-factor model explained 26% of the total variance. Conclusion: non-technical skills training and its measurement could be included in undergraduate or postgraduate courses in healthcare professions, or even be used to ascertain needs and improvements in healthcare contexts.

RESUMO A introdução de habilidades não técnicas durante o ensino de enfermagem é fundamental para preparar os enfermeiros para o contexto clínico e aumentar a segurança do paciente. Não foram encontrados quaisquer instrumentos desenvolvidos para essa finalidade. Objetivos: construir, desenvolver e validar uma escala de avaliação de habilidades não técnicas em enfermagem. Método: pesquisa metodológica. Com base na revisão da literatura e na experiência dos pesquisadores em habilidades não técnicas em saúde, e no conhecimento dos princípios do gerenciamento de recursos em crises, foi construída uma lista de 63 itens e com uma escala Likert de cinco pontos. A escala foi aplicada em 177 estudantes de graduação em enfermagem. Estatística descritiva, correlações, análises de consistência interna e análise fatorial exploratória foram realizadas para avaliar as propriedades psicométricas da escala. Resultados: os itens da escala apresentaram valores semelhantes para média e mediana. Os valores máximo e mínimo mostraram uma boa distribuição em todas as opções de resposta. A maioria dos itens apresentou uma relação significativa e positiva. O alfa de Cronbach apresentou um bom valor (0,94) e a maioria das correlações foi significativa e positiva. A análise fatorial exploratória através do teste de Kaiser-Meyer-Olkin apresentou um valor de 0,849, e o teste de Bartlett apresentou valores de esfericidade adequados (χ2=6483.998; p=0.000). O modelo de um fator explicou 26% da variância total. Conclusão: a formação em habilidades não técnicas e sua mensuração poderiam ser incluídos nos programas de graduação ou pós-graduação de profissões da saúde, ou até mesmo serem utilizadas para avaliar as necessidades e melhorias nos contextos de cuidados de saúde.

RESUMEN La introducción de habilidades no técnicas durante la educación de enfermería es fundamental para preparar a los enfermeros para el contexto clínico y aumentar la seguridad del paciente. No se encontraron instrumentos desarrollados para este propósito. Objetivos: construir, desarrollar y validar una escala de evaluación de habilidades no técnicas en enfermería. Método: investigación metodológica. Con base en la revisión de la literatura y la experiencia de los investigadores en habilidades no técnicas en el cuidado de la salud y el conocimiento de los principios del manejo de recursos en crisis, se construyó una lista de 63 ítems y con una escala Likert de cinco puntos. Se aplicó la escala a 177 estudiantes de pregrado en enfermería. Se realizaron estadísticas descriptivas, correlaciones, análisis de consistencia interna y análisis factorial exploratorio para evaluar las propiedades psicométricas de la escala. Resultados: los ítems de la escala presentaron valores similares para la media y la mediana. Los valores máximo y mínimo mostraron una buena distribución en todas las opciones de respuesta. La mayoría de los ítems presentaron una relación significativa y positiva. El alfa de Cronbach presentó un buen valor (0,94), y la mayoría de las correlaciones fueron significativas y positivas. El análisis factorial exploratorio mediante la prueba Kaiser-Meyer-Olkin mostró un valor de 0,849, y la prueba de Bartlett mostró valores de esfericidad adecuados (χ2=6483.998; p=0,000). El modelo de un factor explicó el 26% de la varianza total. Conclusión: la capacitación en habilidades no técnicas y su medición podrían incluirse en programas de grado y posgrado en profesiones de la salud, o incluso utilizarse para evaluar las necesidades y mejoras en los contextos de atención médica.

Desenvolvimento intraindividual das concepções pessoais de competência ao longo do ensino secundário / Intra-individual development of personal conceptions of competence throughout the secondary school

Considerando a relação entre concepções pessoais de competência e motivação, o papel que desempenham no sucesso escolar e a necessidade de as conceber de forma multidimensional, avaliou-se no contexto português o Modelo de Concepções Pessoais de Competência com cinco dimensões - concepções pessoais de inteligência (CPI), atribuições e dimensões causais, autoconceito e autoeficácia académicos e competência emocional -, usando o Questionário Compósito de Competência Percebida, com 1137 itens. Pretendeu-se analisar a evolução intra e interindividual destas variáveis ao longo do ensino secundário, com uma amostra de 433 alunos, 52,8% meninas, com idades entre 14 e 18 anos (M=15,3; DP=0,63), num design longitudinal com três momentos separados por um ano de intervalo. Globalmente, os resultados revelam que o tempo e o género são fatores diferenciadores da evolução do autoconceito e da autoeficácia, e que as CPI, as atribuições e dimensões causais e a competência emocional parecem manter-se estáveis neste ciclo de ensino.

Considering the relationship between personal conceptions of competence and motivation, their role on academic success and the need to conceive them in a multidimensional perspective, we evaluated the Personal Conceptions of Competence Model embracing five dimensions - personal conceptions of intelligence (PCI), causal attributions and dimensions, academic self-concept, academic self-efficacy and emotional competence -, using the Composite Questionnaire of Perceived Competence, with 1137 items. We aimed to analyze the intra and inter-individual development of these variables throughout middle school, with a sample of 433 students, 52.8% girls, with ages between 14 and 18 years (M=15.3; SD=.63), in a three-wave longitudinal design separated by a year interval. The results evidenced that time and gender were globally differentiating factors of self-concept and self-efficacy evolution, and that PCI, causal attributions and dimensions and emotional competence appeared to remain stable throughout this education cycle.