RESUMO
Introduction: Quality of working life consists in a dynamic management of physical, technological, and sociopsychological factors that affect culture and renovate the organizational climate, reflecting on workers' wellbeing. Objectives: To identify changes in eating habits, physical activity, and hours of sleep, as well as their influence on the quality of working life of professors who shifted to remote working during the pandemic. Methods: This study has a quantitative, descriptive, observational design and was performed with faculty members of a private higher education institution in May 2020; 40 professors participated in our research. We used a virtual questionnaire containing Walton's quality of working life scale (1973) and questions on lifestyle habits. Results: We observed that changes in lifestyle habits were correlated with lower or higher perceptions of satisfaction with the 4 evaluated criteria referring to quality of life: working conditions, use of capacities at work, social interaction at work, and the space work occupies in life. Conclusions: The mean quality of working life score of faculty members working remotely during lockdown demonstrated that, despite changes in work and lifestyle habits, professors still maintained a certain degree of satisfaction with the aspects of work evaluated in this study.
RESUMO
Objetivo: identificar o perfil metacognitivo de ingressantes na graduação em enfermagem e seu potencial de predizer o desempenho acadêmico durante o primeiro semestre letivo. Método: estudo observacional longitudinal prospectivo, descritivo e explicativo. Utilizou-se o Inventário de Consciência Metacognitiva de Schraw e Dennison para identificar características do perfil metacognitivo dos ingressantes e as notas finais alcançadas nas disciplinas cursadas no primeiro semestre como indicativo do desempenho acadêmico. Resultados: os ingressantes eram predominantemente mulheres, com menos de 21 anos, solteiras, autodeclaradas pardas e com alguma forma de bolsa de estudo. A habilidade metacognitiva de Estratégia de Correção foi a que os estudantes mais colocaram em prática. Observou-se correlação (p<0,05 e r=0,2844) entre a habilidade de Planejamento e a nota de aproveitamento final. Conclusão: a habilidade de Planejamento foi a única com potencial de predizer melhor desempenho acadêmico, embora ela não seja a habilidade mais praticada pelos estudantes.(AU)
Objective: to identify the metacognitive profile of newcomers in nursing undergraduate courses and their potential to predict academic performance during the first academic semester. Method: prospective, descriptive and explanatory longitudinal observational study. We used the Schraw and Dennison's Metacognitive Awareness Inventory to identify characteristics of the metacognitive profile of the students and the final grades achieved in the subjects taken in the first semester as an indication of academic performance. Results: the newcomers were predominantly women, under 21 years, single, self-declared brown and with some form of scholarship. The Correction Strategy metacognitive skill was the most put into practice by the surveyed students. We noted a correlation (p<0.05 and r=0.2844) between the Planning skill and the final yield grade. Conclusion: the Planning skill was the only one with the potential to predict better academic performance, although it is not the skill most practiced by students.(AU)
Objetivo: identificar el perfil metacognitivo de los principiantes en cursos de pregrado en enfermería y su potencial para predecir el rendimiento académico durante el primer semestre lectivo. Método: estudio observacional longitudinal prospectivo, descriptivo y explicativo. Se utilizó el Inventario de Conciencia Metacognitiva de Schraw y Dennison para identificar las características del perfil metacognitivo de los principiantes y las calificaciones finales obtenidas en las materias cumplidas en el primer semestre como indicador del rendimiento académico. Resultados: los participantes eran predominantemente mujeres, menores de 21 años, solteras, autodeclaradas pardas y con algún tipo de beca. La habilidad metacognitiva de la Estrategia de Corrección fue la que la mayoría de los estudiantes pusieron en práctica. Se notó una correlación (p<0.05 y r=0.2844) entre la habilidade de Planificación y la calificación de rendimiento final. Conclusión: la habilidad de Planificación fue la única con potencial para predecir un mejor rendimiento académico, aunque no es la habilidad más practicada por los estudiantes.(AU)
