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1.
PLoS One ; 16(12): e0261745, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-34965255

RESUMO

BACKGROUND: COVID-19 pandemic has had a global major healthcare, social and economic impact. In present study we aim to adapt the Fear of COVID-19 Scale to Hungarian. MATERIALS AND METHODS: Forward-backward translation method was used to translate the English version of the scale to Hungarian. Participants were a convenience sample of 2175 university students and employees. The study was conducted between January 18th and February 12th 2021. The test battery included Hungarian versions of Fear of COVID-19 scale, short Beck Depression Inventory (BDI-H) and State-Trait Anxiety Inventory (STAI). RESULTS: The scale showed one-factor structure, the loadings on the factor were significant and strong (from .47 to .84). Internal consistency was very good (α = .84). Construct validity for the Fear of COVID-19 Scale was supported by significant and positive correlations with STAI (r = 0.402; p < 0.001) and BDI-H (r = 0.270; p < 0.001). CONCLUSION: The Hungarian version of Fear of COVID-19 Scale is a reliable and valid tool in assessing fear of coronavirus.


Assuntos
COVID-19/epidemiologia , COVID-19/psicologia , Medo/psicologia , Pandemias , Escalas de Graduação Psiquiátrica/normas , Psicometria/métodos , SARS-CoV-2 , Adulto , Idoso , Idoso de 80 Anos ou mais , Ansiedade/epidemiologia , Ansiedade/psicologia , COVID-19/virologia , Docentes/psicologia , Feminino , Humanos , Hungria/epidemiologia , Masculino , Pessoa de Meia-Idade , Reprodutibilidade dos Testes , Estudantes/psicologia , Inquéritos e Questionários , Adulto Jovem
2.
Neuron ; 109(20): 3206-3210, 2021 10 20.
Artigo em Inglês | MEDLINE | ID: mdl-34551313

RESUMO

Laboratories are the central workplace for academic scientists and can play a key role in supporting psychological safety, mental health, and well-being. We provide strategies to build inclusive structures within laboratories and support mental health for all members.


Assuntos
Pesquisa Biomédica , Educação de Pós-Graduação/organização & administração , Eficiência , Docentes/psicologia , Saúde Mental , Estudantes/psicologia , Local de Trabalho/psicologia , COVID-19 , Humanos , Laboratórios , Tutoria , Neurociências/educação , Política Organizacional , SARS-CoV-2
3.
An. psicol ; 37(2): 298-310, mayo-sept. 2021. tab
Artigo em Espanhol | IBECS | ID: ibc-202553

RESUMO

En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, en base a la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes), la validez concurrente y la validez externa. Los resultados mostraron una adecuada calidad psicométrica, consistencia interna, fiabilidad y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia


Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were de-fined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly ap-plied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Aprendizagem , Inquéritos e Questionários/normas , Docentes/psicologia , Competência Profissional , Psicometria , Qualidade de Vida , Reprodutibilidade dos Testes , Análise Fatorial , Escolaridade , Fatores de Tempo , Fatores Sexuais
5.
Medicine (Baltimore) ; 100(34): e26963, 2021 Aug 27.
Artigo em Inglês | MEDLINE | ID: mdl-34449461

RESUMO

BACKGROUND: This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. METHOD: A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. RESULTS: The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. CONCLUSION: Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.


Assuntos
Terapia Cognitivo-Comportamental/organização & administração , Docentes/psicologia , Tutoria/organização & administração , Estresse Ocupacional/terapia , Adulto , Feminino , Humanos , Masculino , Nigéria , Saúde do Trabalhador , Ciência/educação , Ciências Sociais/educação , Universidades , Adulto Jovem
6.
J Occup Health ; 63(1): e12248, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-34217154

RESUMO

OBJECTIVES: This study identifies the ecological (ie, policy, environment, intrapersonal, and interpersonal) factors affecting the implementation of an Infant at Work program in a university setting. METHODS: Data were collected among faculty, staff, and graduate students at a large Midwestern university from February to July 2020 via focus group (FG) discussions with university employees (n = 22) and semistructured interviews with university administrators (n = 10). We used techniques from expanded grounded theory, allowing for a constant comparative approach to data contextualization and theme identification. RESULTS: Three themes emerged from the FG data: (i) program and policy scope, (ii) employee and employer benefits, and (iii) workplace concerns. Onsite daycares, flexible schedules and participation, and expanded childcare options were some of the programs and policies employees desired. However, barriers to implementing these types of programs include cost, safety, and structure of the work environment. CONCLUSIONS: Findings offer practical recommendations and strategies to improve work/life balance among parents transitioning back to work in a university environment. Findings also provide insight into the feasibility of family-friendly workplace policies and environments. Additionally, findings provide a framework for other organizations to implement similar Infant at Work programs to improve employee work/life balance.


Assuntos
Docentes/psicologia , Cuidado do Lactente/psicologia , Política Organizacional , Retorno ao Trabalho/psicologia , Local de Trabalho/psicologia , Adulto , Docentes/organização & administração , Feminino , Grupos Focais , Teoria Fundamentada , Humanos , Lactente , Cuidado do Lactente/organização & administração , Masculino , Pessoa de Meia-Idade , Cultura Organizacional , Admissão e Escalonamento de Pessoal , Avaliação de Programas e Projetos de Saúde , Meio Social , Universidades , Local de Trabalho/organização & administração
8.
Plast Reconstr Surg ; 148(1): 133e-139e, 2021 07 01.
Artigo em Inglês | MEDLINE | ID: mdl-34181621

RESUMO

SUMMARY: The coronavirus disease of 2019 pandemic became a global threat in a matter of weeks, with its future implications yet to be defined. New York City was swiftly declared the epicenter of the pandemic in the United States as case numbers grew exponentially in a matter of days, quickly threatening to overwhelm the capacity of the health care system. This burgeoning crisis led practitioners across specialties to adapt and mobilize rapidly. Plastic surgeons and trainees within the New York University Langone Health system faced uncertainty in terms of future practice, in addition to immediate and long-term effects on undergraduate and graduate medical education. The administration remained vigilant and adaptive, enacting departmental policies prioritizing safety and productivity, with early deployment of faculty for clinical support at the front lines. The authors anticipate that this pandemic will have far-reaching effects on the future of plastic surgery education, trends in the pursuit of elective surgical procedures, and considerable consequences for certain research endeavors. Undoubtedly, there will be substantial impact on the physical and mental well-being of health care practitioners across specialties. Coordinated efforts and clear lines of communication between the Department of Plastic Surgery and its faculty and trainees allowed a concerted effort toward the immediate challenge of tempering the spread of coronavirus disease of 2019 and preserving structure and throughput for education and research. Adaptation and creativity have ultimately allowed for early rebooting of in-person clinical and surgical practice. The authors present their coordinated efforts and lessons gleaned from their experience to inform their community's preparedness as this formidable challenge evolves.


Assuntos
COVID-19/epidemiologia , Controle de Doenças Transmissíveis/normas , Pandemias/prevenção & controle , Cirurgia Plástica/tendências , Centros Médicos Acadêmicos/normas , Centros Médicos Acadêmicos/estatística & dados numéricos , Centros Médicos Acadêmicos/tendências , COVID-19/prevenção & controle , COVID-19/transmissão , Educação de Pós-Graduação em Medicina/organização & administração , Educação de Pós-Graduação em Medicina/normas , Educação de Pós-Graduação em Medicina/tendências , Procedimentos Cirúrgicos Eletivos/educação , Procedimentos Cirúrgicos Eletivos/normas , Procedimentos Cirúrgicos Eletivos/tendências , Docentes/organização & administração , Docentes/psicologia , Docentes/estatística & dados numéricos , Previsões , Humanos , Internato e Residência/estatística & dados numéricos , Cidade de Nova Iorque/epidemiologia , Admissão e Escalonamento de Pessoal/organização & administração , Admissão e Escalonamento de Pessoal/tendências , Procedimentos Cirúrgicos Reconstrutivos/educação , Procedimentos Cirúrgicos Reconstrutivos/normas , Procedimentos Cirúrgicos Reconstrutivos/tendências , Cirurgiões/organização & administração , Cirurgiões/psicologia , Cirurgiões/estatística & dados numéricos , Cirurgia Plástica/educação , Cirurgia Plástica/organização & administração , Cirurgia Plástica/normas , Inquéritos e Questionários/estatística & dados numéricos , Incerteza , Universidades/normas , Universidades/estatística & dados numéricos , Universidades/tendências
9.
Afr J Reprod Health ; 25(s1): 50-59, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-34077144

RESUMO

The KSA 2030 vision makes special reference to women's empowerment as an important strategy for Saudi community transformation. Studies related to women's empowerment, especially in the Saudi context, are still not enough and unclear. The current study explored the predictors of women empowerment knowledge and attitudes among Saudi academic and administrative staff. A cross-sectional study was conducted at 15 Saudi government-owned universities. A multistage cluster sampling technique was used to select 5587 participants during the period April to September 2020. The study instrument consisting of three main parts; basic demographic data, questionnaire assessed the knowledge regarding women's empowerment, and women empowerment attitude scale. The results showed good knowledge of empowerment among the women with 75.5% of the participants demonstrating good knowledge. The total women empowerment attitude was positive among 65.9% of the participants. The association between demographic data and women empowerment knowledge and attitude showed a significant association with marital status, residence, education, and occupation (p <0.05). Linear regression on marital status, education, residence, and occupation, are confirmed as significant predictors of women empowerment knowledge and attitude (p <0.05). Mother's education level is shown as a predictor for women empowerment attitude (p>0.005). Three-quarters of Saudi academic and administrative staff have a good women empowerment knowledge score, and more than two-thirds have a positive attitude. Demographic characteristics are important predictors for women empowerment knowledge and attitude. The results of this study will help decision-makers to design and implement goal-directed women empowerment programs.


Assuntos
Pessoal Administrativo/psicologia , Empoderamento , Docentes/psicologia , Poder Psicológico , Mulheres Trabalhadoras/psicologia , Adulto , Atitude , Estudos Transversais , Feminino , Humanos , Conhecimento , Pessoa de Meia-Idade , Autonomia Pessoal , Arábia Saudita , Fatores Socioeconômicos , Inquéritos e Questionários , Universidades
10.
Afr J Reprod Health ; 25(s1): 60-68, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-34077145

RESUMO

Women in Saudi Arabia constitute nearly 50% of the population, but their participation in economic and social activities are far below the kingdom's potential. According to the 2030 vision, women empowerment is an essential requirement for community transformation and development. The study aims to explore women empowerment among academic and administrative staff in Saudi Universities. A cross-sectional research design was conducted at 15 Saudi governmental universities. A multistage cluster sampling technique was followed to select 5587 participants. The data collection starts from April to September 2020. The current study results illustrate statistically significant differences between academic and administrative staff in the total women empowerment score and all of its dimensions (p <0.05). The majority of academic staff (84.4%) have high personal empowerment compared to 73.7% of the administrative staff. The study concluded that women empowerment is higher among academics compared to administrative staff in Saudi Universities.


Assuntos
Pessoal Administrativo/psicologia , Empoderamento , Docentes/psicologia , Poder Psicológico , Mulheres Trabalhadoras/psicologia , Adulto , Estudos Transversais , Feminino , Humanos , Pessoa de Meia-Idade , Autonomia Pessoal , Arábia Saudita , Autoimagem , Fatores Socioeconômicos , Inquéritos e Questionários , Universidades
11.
PLoS One ; 16(5): e0251398, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33970953

RESUMO

Heritage and space establish reciprocal relations that have been studied for decades. On the one hand, heritage has been described as an inherently spatial phenomenon. On the other hand, places are defined according to the attributes that make up their identity, among which heritage is a fundamental instrument. On the basis of the idea that education plays an important role in the socialization process, transmitted by the inherited culture, to integrate each subject within the specific community, and the notion of scale as the closest to heritage, we defined as general objectives to determine the relationships between geographic scales, heritage perspective and the didactic potential granted to heritage, within the framework of the construction of collective identities, and to contrast the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential, deducing implications for educational practices. In order to answer to these objectives, we carried out a non-experimental quantitative research, with a relational-predictive objective. Specifically, we used a survey method, being the context the whole of the local scale (Fuente Álamo, Murcia, Spain) and acting as participants all students and teachers of Secondary Education (n = 459) linked to social sciences. They answered the Test on Didactic Potentiality of Heritage according to Scale (TDPHS), and its information was analysed through different procedures (Spearman's correlations, descriptive statistics, Mann-Whitney U…), using the statistical programs SPSS. The results show, on the one hand, that the scalar perspective scores are generally low, heritage perspective is consistent with the consideration of the scales, and the perceived didactic potential in relation to heritage is related to the importance given to each of the scales; and, on the other hand, the contrast in the perspectives of students and teachers regarding the geographical scale, heritage and their didactic potential is minimal.


Assuntos
Docentes/psicologia , Estudantes/psicologia , Inquéritos e Questionários/estatística & dados numéricos , Adolescente , Adulto , Criança , Características Culturais , Feminino , Geografia , Humanos , Masculino , Pessoa de Meia-Idade , Modelos Estatísticos , Identificação Social , Espanha , Adulto Jovem
12.
Bull Menninger Clin ; 85(3): 283-297, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33939499

RESUMO

The coronavirus disease (COVID-19) has impacted life for people throughout the world, especially for those in health care who experience unique stressors. To support the psychological needs of staff, faculty, and learners at a biomedical sciences university, faculty at Baylor College of Medicine created a mental health and wellness support program consisting of multiple behavioral health care pathways, including phone support, a self-guided mental health app, a coping skills group, and individual therapy services. The authors present this program as a model for academic institutions to support the well-being of faculty, staff, and learners.


Assuntos
COVID-19/psicologia , Docentes/psicologia , Transtornos Mentais/terapia , Psicoterapia/métodos , Estudantes de Medicina/psicologia , Telemedicina/métodos , Centros Médicos Acadêmicos , Adaptação Psicológica , Humanos , Transtornos Mentais/psicologia , Saúde Mental , Aplicativos Móveis , Psicoterapia de Grupo , SARS-CoV-2 , Estresse Psicológico
13.
Med Educ Online ; 26(1): 1920090, 2021 Dec.
Artigo em Inglês | MEDLINE | ID: mdl-33974523

RESUMO

Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed- and open-ended questions and were organised into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyse the responses to the satisfaction scales. Students' and faculty responses to the open-ended questions were analysed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students' enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and assessment materials. Study-load and workload, enhancing engagement, and technical issues (SWEET) were the themes that emerged from the thematic analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and asynchronous approach, incorporating different applications to engage students, and timely feedback are imperative to increasing student satisfaction, while institutional support and organisational policy could enhance faculty satisfaction.


Assuntos
COVID-19/epidemiologia , Comportamento do Consumidor , Educação à Distância/métodos , Docentes/psicologia , Estudantes de Ciências da Saúde/psicologia , Adulto , Retroalimentação , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pandemias , Percepção , Satisfação Pessoal , SARS-CoV-2 , Estudantes de Medicina/psicologia , Universidades , Adulto Jovem
14.
Adv Physiol Educ ; 45(2): 310-321, 2021 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-33861153

RESUMO

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.


Assuntos
COVID-19 , Educação à Distância , Docentes/psicologia , Conhecimentos, Atitudes e Prática em Saúde , Laboratórios , Pandemias , Fisiologia/educação , SARS-CoV-2 , Realidade Virtual , Currículo , Escolaridade , Previsões , Humanos , Internacionalidade , Relações Interpessoais , Invenções , Aprendizagem , Distanciamento Físico , Quarentena , Estresse Psicológico/etiologia , Estresse Psicológico/psicologia , Estudantes/psicologia
15.
Soc Work Public Health ; 36(4): 474-485, 2021 05 19.
Artigo em Inglês | MEDLINE | ID: mdl-33866952

RESUMO

This study explores the risk perceptions and behavioral responses of university academics and students toward the COVID-19 pandemic. All universities in Iraqi Kurdistan were invited to take part in a self-administered online survey; 976 individuals ultimately completed it. The survey included eight main questions about personal risk perception and behavioral response to COVID-19 based on a five- or nine-point ordinal scale. A high percentage of the respondents perceived it as highly unlikely they were at risk of getting infection (26.9%), serious illness (29.7%), and death (41.7%). The percentage of the respondents who applied protective measures frequently or always was high for most protective behavior types, except for wearing masks, wearing gloves, and avoiding touching the face. There was a significant (P < .001) weak positive correlation between risk perception and protective behaviors. The respondents followed protective behavior measures reasonably, but the frequency of undertaking some important protective behaviors was relatively low.


Assuntos
COVID-19/prevenção & controle , COVID-19/psicologia , Docentes/psicologia , Comportamentos Relacionados com a Saúde , Pneumonia Viral/prevenção & controle , Pneumonia Viral/psicologia , Estudantes/psicologia , Adulto , COVID-19/epidemiologia , Feminino , Humanos , Iraque/epidemiologia , Masculino , Pandemias , Pneumonia Viral/epidemiologia , Pneumonia Viral/virologia , SARS-CoV-2 , Inquéritos e Questionários , Universidades
16.
J Pastoral Care Counsel ; 75(1): 70-71, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33843306

RESUMO

This article is a reflection on the loss of Kairos due to the COVID-19 pandemic. Kairos moments cannot be re-scheduled, they must be mourned.


Assuntos
Docentes/psicologia , Pesar , Assistência Religiosa/educação , Feminino , Humanos
18.
PLoS One ; 16(3): e0248373, 2021.
Artigo em Inglês | MEDLINE | ID: mdl-33735172

RESUMO

This article examines men's involvement in an institutional gender equity award scheme and how their self-concept as allies develops over time. It draws specifically on a subset of qualitative data from the four men participating in a study involving in-depth interviews with university staff involved in the self-assessment team of one Australian institution's Science in Australia Gender Equality (SAGE) Athena SWAN pilot. Data related to the men's experiences is the article's focus. Key themes from the data include: 1) men's motivations for engagement; 2) men's self-understandings as 'champions for change' 3) the barriers/risks associated with male championship; and 4) men's evolving perceptions and critiques of the male champions model. Findings show that men demonstrated personal growth and increased awareness through their participation in the pilot. Yet, their frustration with how equity and diversity was managed in their organisational context highlights pitfalls in the concept of a male 'champion'. This article provides timely guidance for institutions seeking to engage allies in gender equity initiatives.


Assuntos
Equidade de Gênero , Homens/psicologia , Autoimagem , Sexismo/prevenção & controle , Participação Social/psicologia , Austrália , Docentes/psicologia , Feminino , Grupos Focais , Humanos , Liderança , Masculino , Motivação , Pesquisa Qualitativa , Universidades/normas
20.
Rev Bras Enferm ; 74Suppl 2(Suppl 2): e20200446, 2021.
Artigo em Inglês, Português | MEDLINE | ID: mdl-33787810

RESUMO

OBJECTIVE: to know the perception of nurses, undergraduate students, and professors about the competencies for professional nurses in elder care. METHODS: this is a qualitative analytical study developed with six professors, four nurses, and 12 nursing students. Data were collected through semi-structured interviews and analyzed using Fiorin's Discourse technique, with support from the MAXQDA software. RESULTS: the competencies identified included knowledge of theories and general concepts of gerontology, communication, listening, leadership, teamwork, proactivity, respect, and empathy. FINAL CONSIDERATIONS: knowing the competencies contributes to understanding the aging process and qualifying nurses for elder care.


Assuntos
Docentes/psicologia , Enfermagem Geriátrica/educação , Competência Profissional , Estudantes de Enfermagem/psicologia , Idoso , Educação em Enfermagem , Feminino , Enfermagem Geriátrica/normas , Humanos , Entrevistas como Assunto , Conhecimento , Masculino , Percepção , Pesquisa Qualitativa
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