Abstract: Introduction: Health care by nursing professionals to people with gender diversity can be negatively affected by the heteronormativity that has historically governed society. It is challenging to safeguard and seek actions to provide inclusive humanized care Objective: To understand the nursing professional’s experiences when providing humanized care to people with gender diversity. Method: Qualitative research with a phenomenological approach. Four nursing professionals were interviewed. The information was collected through semi-structured individual and group interviews; the discourses were analyzed, and central concepts were triangulated.Results: Humanized care is manifested through three dimensions: experiences in providing humanized care, factors that facilitate the delivery of humanized care and factors that hinder it. The categories included in the first dimension are equality, empathy, respect and learning. Factors that facilitate humanized care have the categories of welcoming and continuing education, and factors that hinder it have the categories of social name and suspicion. Conclusion: Humanized care for people with gender diversity requires values of equality and empathy, together with inclusive training from undergraduate level. Deficiency in the development of soft skills hinders the nurse-patient relationship, while suspicion of the gender-diverse person hinders first consultations. The integration of the social name and continuous training are essential to promote an environment of trust and reduce the feeling of vulnerability and discrimination.

Resumo: Introdução: O atendimento em saúde prestado pelos profissionais de enfermagem às pessoas com diversidade de gênero pode ser afetado negativamente pela heteronormatividade que historicamente rege a sociedade. Atualmente, é um desafio resguardar e buscar ações para proporcionar um cuidado humanizado e inclusivo. Objetivo: Compreender as vivências do profissional de enfermagem ao prestar o cuidado humanizado a pessoas com diversidade de gênero. Método: Pesquisa qualitativa, com abordagem fenomenológica. Foram entrevistados quatro profissionais de enfermagem. As informações foram coletadas por meio de entrevistas semiestruturadas individuais e em grupo; os discursos foram analisados e foi realizada uma triangulação dos principais conceitos. Resultados: O cuidado humanizado se manifesta por meio de três dimensões: vivências ao fornecer cuidados humanizados, fatores que facilitam a prestação de cuidado humanizado e fatores que a dificultam. As categorias incluídas na primeira dimensão são igualdade, empatia, respeito e aprendizado. Os fatores que facilitam os cuidados humanizados incluem acolhimento e formação contínua, enquanto os fatores que os dificultam incluem o uso do nome social e o receio. Conclusão: O cuidado humanizado a pessoas com diversidade de gênero requer valores de igualdade e empatia, juntamente com formação inclusiva desde o nível de graduação. A deficiência no desenvolvimento de habilidades interpessoais dificulta o relacionamento enfermeiro-paciente, enquanto o receio da pessoa com diversidade de gênero dificulta as primeiras consultas. A integração do nome social e a formação continuada são essenciais para promover um ambiente de confiança e reduzir a sensação de vulnerabilidade e discriminação.

Resumen: Introducción: La atención en salud de los profesionales de enfermería a personas con diversidad de género puede verse afectada negativamente por la heteronormatividad que ha regido históricamente la sociedad. Actualmente es un desafío resguardar y buscar acciones para entregar un cuidado humanizado inclusivo. Objetivo: Comprender las vivencias del profesional de enfermería al brindar el cuidado humanizado a personas con diversidad de género. Método: Investigación cualitativa, con un enfoque fenomenológico. Se entrevistó a cuatro profesionales de enfermería. La información se recopiló a través de entrevistas individuales y grupales semiestructuradas; los discursos fueron analizados y se realizó una triangulación de los conceptos principales. Resultados: El cuidado humanizado se manifiesta a través de tres dimensiones: vivencias al brindar cuidados humanizados, factores que facilitan la entrega del cuidado humanizado y factores que lo dificultan. Las categorías incluidas en la primera dimensión son igualdad, empatía, respeto y aprendizaje. Los factores que facilitan los cuidados humanizados tienen como categorías la acogida y la formación continua, y los factores que lo dificultan tienen las categorías de nombre social y recelo. Conclusión: El cuidado humanizado a personas con diversidad de género requiere valores de igualdad y empatía, junto con una formación inclusiva desde pregrado. La deficiencia en el desarrollo de habilidades blandas dificulta la relación enfermero-paciente, mientras que el recelo de la persona con diversidad de género obstaculiza las primeras consultas. La integración del nombre social y la formación continua son esenciales para promover un ambiente de confianza y reducir la sensación de vulnerabilidad y discriminación.

Hierdie sewe-jaar longitudinale opvoedingstudie evalueer drie akademiese afleweringsmodusse vir deeltydse MBA-studente in hul Bemarkingsbestuursmodule, naamlik vol kontak (20172019), vol aanlyn tydens COVID-19 se harde inperking (2020-2021 en die daaropvolgende gemengde modus (2022-2023). Die studie het ten doel om te bepaal of die afleweringsmodus studente se akademiese prestasie beduidend beïnvloed. Die eenrigting-variansie-analise (EVA) het beduidende verskille tussen die afleweringsmodusse vir individuele opdragte (normatiewe assessering) en groepgevallestudies (summatiewe assessering) geïdentifiseer. Daar was ook betekenisvolle verskille tussen die akademiese prestasie ten opsigte van die finale saamgestelde portefeulje van kennis (wat as eksamen dien). Hierdie portefeulje bestaan uit 'n prakties-toegepaste bemarkingsplan. Die post-hoc toetse het getoon dat studente aansienlik beter gevaar het tydens die gemengde afleweringsmodus in individuele opdragte, terwyl die volledige aanlyn modus laer punte vir die groepgevallestudies gehad het. Beide die gemengde en volledige kontakmodusse het beduidende opeenvolgende verbetering vir die groepgevallestudies getoon, wat in elke gevallestudie verbetering getoon het namate die semester gevorder het. Dit verskil van volledige aanlyn onderrig. Die gemengde modus het ook aansienlik beter gevaar in die eksamen- en finale modulepunte en het selfs beter gevaar as volkontakklasse.

The COVID-19 pandemic significantly transformed the tertiary education landscape. Traditional contact universities were forced abruptly to adopt a full-distance education mode, a situation neither the students nor lecturers were prepared for. Many lectures and teaching activities were developed on the fly as universities struggled to roll out the needed support in double-time for lecturers and students. This new normal for education required integrating technology, advanced communication software, revised assessment techniques, and recognising the need for flexible and adaptable approaches to teaching and learning. Students also evolved and gained technological proficiency, adaptability, time management, soft skills, social media proficiency, and an awareness of health and well-being. Albeit uncertain in redefining the new normal, universities continue to provide quality education. However, exactly how university education should be delivered to a new breed of students in a new business environment is a challenge. This is even more so in the case of executive MBA students. After the hard lockdown and restrictions were lifted on 21 September 2020, the North-West University Business School started to explore other modes of academic content delivery. Reinstating a full contact delivery mode was not an option because of remaining restrictions. High technological investment, online-educated lecturers and students, and benefits and developments during online learning now form a new normal for the Business School. Which teaching method, or rather, which mode of delivery, is the most relevant and adequate? Should the MBA lectures return to the historic full-contact delivery mode, stick with the newly established full online mode, or attempt to integrate the benefits of both into a hybrid mode of delivering business education to a new breed of technology-savvy students? This study, therefore, examines the academic performance of the different delivery modes by comparing data of Executive MBA Marketing management students at the NWU Business School in South Africa. The study examines the academic performance of these students from 2017 up to 2023. The panel database consists of Executive MBA students'marks for the module in Marketing Management from 2017 up to 2023. The database contains marks for individual assignments, groupwork case studies, final individual- and groupwork marks, exam marks and the final module mark. The final assessment is a portfolio of evidence comprising a detailed marketing plan for a product, service, or organisation of choice. The mode of delivery served as the dependent variable, while the independent variables comprised the marks for each assignment (groupwork, individual and portfolio of evidence). Three delivery modes were compared, namely full-contact (2017-2019), full-online (2020-2021), and the post-pandemic hybrid mode currently in effect (2022-2023). The data comprised 630 cases. However, the analysis of variance (ANOVA) used 532 cases to compare the different groupwork assignments (230 full-contact students, 159 full-online students, and 143 hybrid students). Cronbach's alpha coefficient measured the data's reliability, and one-way ANOVA determined significant differences (p<.05) between the academic performance of the three delivery modes. The analysis confirmed that significant differences exist between the modes of delivery for individual assignments, group case studies and exams (p<.05). The Tukey ab post-hoc tests showed that students performed significantly better during the hybrid delivery mode in individual assignments (69.2%) than full contact (63.8%). Regarding the individual assignment, the full online (63.8%) and full contact (63.7%) delivery modes perform significantly worse than the hybrid (69.2%) delivery mode. Regarding the first group case study (Group Assignment 1), full online performs (67.3%) significantly worse than hybrid (71.1%) and full contact (73.6%) delivery modes. There is no significant difference between the hybrid and full contact delivery modes. In the second, third, and fourth group case studies (Group Assignments 2, 3 & 4), the hybrid delivery mode (82.37%, 75.4%, 82.7%) outperforms the full contact (75.4, 80.1%, 86.6%) and full-online (71.4%, 71.4%, 67.8%) modes. The hybrid delivery mode, therefore, proves to be more conducive towards academic performance in group work. Finally, in considering the final module mark, the hybrid delivery mode (71.0%) is significantly higher than the other two delivery modes. However, there is no significant difference between full online (67.5%) and full-contact (67.2%) delivery modes regarding the final module mark. Nevertheless, it is noteworthy that the better performance in the final module marks is a function of the groupwork where the students analysed case studies together. There are no significant differences in the exam marks between the delivery modes, so better academic performance in the hybrid mode of delivery where groupwork is concerned culminates in the better module mark. Based on the findings, it is evident that the hybrid mode of delivery results in the best academic performance. This observation is based on three reasons, namely 1) students performed better in both the normative and summative assessments during hybrid tuition; 2) there is continuous progressive learning throughout the semester regarding the group case studies (summative assessment). They learn to improve and hone their skills to analyse better and apply business solutions to real-life problems experienced by organisations. This is based on students' improving marks in the group case studies as they become more proficient in analysing and answering the applied case studies because they learn from each case study; and 3) the students perform better academically in their normative assessments and earn higher final module marks (partially due to reason 2). It is concluded that the hybrid delivery mode facilitates the academic performance of post-pandemic executive MBA Marketing management students. JEL KODES: I23, I21, M30

International literature reflects that doctoral graduate attributes (DGAs) include a range of academic, soft skills and personal qualities. This study described multi-stakeholder perceptions of DGAs in the South African higher education context. Fourteen semi-structured interviews were conducted with doctoral students, doctoral graduates and academic staff from four South African higher education institutions. Participants understood DGAs as the outcomes of the doctorate degree, which are developed over time. Participants' experiences of DGAs included discussion of "academic" attributes, which align with the Qualifications Standards for Doctoral Degrees. Participants also discussed a range of personal attributes and "soft skills". Doctoral supervisors focused on the academic attributes, whereas doctoral students and graduates gave comparatively greater weight to the personal qualities that supported the completion of their doctorates. DGAs extend beyond the traditional academic attributes, and include the "soft skills" and personal attributes that are invaluable for completion and employability. South African higher education institutions need to utilise a more comprehensive, dynamic conceptualisation of DGAs, and provide developmental support for both academic and non-academic attributes.

Die Vierde Industriële Revolusie (4IR) het aansienlike vooruitgang in tegnologie meegebring wat verskeie nywerhede, insluitend die spoorwegsektor, beïnvloed het. Hierdie artikel ondersoek die implikasies van die 4IR vir die spoorwegbedryf en identifiseer die noodsaaklike sagte vaardighede wat spoororganisasies nodig het om in hierdie era te floreer. 'n Sistematiese literatuuroorsig (SLR) is uitgevoer om 'n teoretiese grondslag te vestig, gevolg deur 'n opname wat aan professionele persone in die spoorsektor gedoen is om die geïdentifiseerde sagte vaardighede te prioritiseer. Vergelykende metodes is aangewend om die opnamedata te ontleed en om die relatiewe belangrikheid van die 4IR sagte vaardighede te bepaal. Die bevindinge het 'n reeks sleutelsagte vaardighede aan die lig gebring, soos aanpasbaarheid, kritiese denke en veranderingsbestuur, waarin dit van kardinale belang is dat spoorwegpersoneel uitblink in die 4IR-era. Die artikel bespreek die belangrikheid van hierdie sagte vaardighede en hul potensiële impak op spoorwegorganisasies, en verskaf aanbevelings om hul ontwikkeling te bevorder. Hierdie navorsing dra by tot 'n meer genuanseerde begrip van die sagte vaardighede wat nodig is vir die spoorwegsektor se suksesvolle aanpassing by die 4IR.

The Fourth Industrial Revolution (4IR) has brought about significant advancements in technology that have impacted various industries, including the railway sector. This paper explores the implications of the 4IR for the railway industry and identifies the essential soft skills that rail organisations need in order to thrive in this era. A systematic literature review (SLR) was conducted to establish a theoretical foundation, followed by a survey administered to professionals in the rail sector to prioritise the identified soft skills. Comparative methods were employed to analyse the survey data and to determine the relative importance of the 4IR soft skills. The findings revealed a range of key soft skills, such as adaptability, critical thinking, and change management, in which it is crucial that railway professionals excel in the 4IR era. The paper discusses the significance of these soft skills and their potential impact on rail organisations, and provides recommendations for fostering their development. This research contributes to a more nuanced understanding of the soft skills that are necessary for the railway sector's successful adaptation to the 4IR.

RESUMO Introdução: o potencial da educação física para o desenvolvimento de habilidades sociais em crianças em idade escolar é diverso. A presente pesquisa apresentou esse tópico a partir de uma perspectiva lúdica. Objetivo: elaborar uma estratégia lúdica para o desenvolvimento de soft skills em alunos da quinta série da Unidade Educacional Tabuga Jama 2023-2024. Materiais e métodos: a pesquisa descritiva foi realizada a partir de uma abordagem mista e os métodos e técnicas utilizados estão de acordo com as características do tipo de pesquisa. Resultados: os resultados mostraram que a estratégia lúdica elaborada tem um alto grau de relevância e pode ser aplicada na prática escolar da educação física. Conclusões: o processo de pesquisa demonstrou a importância e a necessidade da pesquisa desenvolvida.

RESUMEN Introducción: son diversas las potencialidades de la Educación física para el desarrollo de las habilidades blandas en escolares. La presente investigación presentó esta temática desde una perspectiva lúdica. Objetivo: diseñar una estrategia lúdica para el desarrollo de habilidades blandas de estudiantes de quinto año básico de la Unidad Educativa Tabuga Jama 2023-2024. Materiales y métodos: se realizó una investigación descriptiva desde un enfoque mixto y los métodos y técnicas utilizas están en correspondencia con las características del tipo de investigación. Resultados: los resultados mostrados evidenciaron que la estrategia lúdica elaborada posee un alto nivel de pertenencia y puede ser aplicada en la práctica escolar de Educación Física. Conclusiones: se demostró a través del proceso investigativo la importancia y necesidad de la investigación desarrollada.

ABSTRACT Introduction: Physical education offers many opportunities for developing soft abilities in school children. This paper deals with this topic using a game-based perspective. Aim: To design a game-based strategy for developing soft abilities in fifth-grade students at the Tabuga-Jama Education Facility in 2023-2024. Materials and methods: A descriptive research study used a mixed approach and the corresponding methods for this type of study. Results: The results showed that the game-based strategy designed is highly pertinent and can be implemented through Physical Education lessons. Conclusions: The study demonstrated the importance and need for this type of research.

Abstract The growing interest in expanding and improving Technical Vocational Education and Training (TVET) in Costa Rica is becoming increasingly evident. Therefore, different institutions, including the Institute for Research in Education (INIE) of the University of Costa Rica, have promoted research in this area. The present exploration aims to identify, among other aspects, the essential knowledge that future professionals who pursue a master's degree in technical education with an emphasis on pedagogical mediation must possess. This degree arises as a need in the educational context in which teachers who teach classes in different TVET institutions must reinforce their knowledge and skills around the teaching-learning process, focusing on competency-based education. This predominantly qualitative mixed research took place between 2020 and 2022. It is oriented towards the analysis of the TVET requirements that teachers have, to determine the essential knowledge that characterizes the professional academic profile in this field. A documentary review, interviews, questionnaires and focus groups were used with key TVET actors (teachers from the Ministry of Public Education and the National Learning Institute, employers in these sectors, directors or people in charge of TVET study programs, specifically, from the Technological Institute of Costa Rica (TEC) and the National Technical University (UTN), and experts in the field of TVET). Six interviews and 326 questionnaires were applied, in addition to several focus group sessions. According to the results obtained, it is determined that the main knowledge and skills must focus on the technical specialty they teach, on the implementation of information and communication technologies that enrich the educational process, on taking into account the work environment in which students may be inserted later to prepare them in the best way, considering, among other aspects, the development of soft skills, as well as the adequate implementation of a competency-based approach. Furthermore, with respect to knowing how to be and live together, a series of attitudes and values are established that teachers in charge of TVET must develop and show. It is concluded that the TVET teacher requires a complex professional profile that includes different knowledge that must be constantly reflected and updated.

Resumen El interés cada vez mayor por ampliar y mejorar la Educación y Formación Técnica Profesional (EFTP) en Costa Rica se hace cada vez más evidente. Por lo tanto, diferentes instituciones, entre ellas, el Instituto de Investigación en Educación (INIE) de la Universidad de Costa Rica han fomentado la investigación en esta área. La presente exploración pretende identificar, entre otros aspectos, los saberes esenciales que deben poseer los futuros profesionales que cursen una maestría en educación técnica con énfasis en mediación pedagógica. Dicho grado surge como una necesidad del contexto educativo en el que las personas docentes que imparten clases en las diferentes instituciones de EFTP deben reforzar sus conocimientos y habilidades en torno al proceso de enseñanza y aprendizaje, para enfocarse en la educación por competencias. La presente investigación de carácter mixto, predominantemente, cualitativo se realizó entre los años 2020 y 2022, está orientada hacia el análisis de los requerimientos en EFTP que tienen las personas docentes, para determinar los saberes esenciales que caracterizan el perfil académico profesional en este ámbito. Se recurrió a revisión documental, entrevistas, cuestionarios y grupos focales con actores claves de la EFTP (personas docentes del Ministerio de Educación Pública y del Instituto Nacional de Aprendizaje, empleadores de estos sectores, personas directoras o encargadas de programas de estudio en EFTP, específicamente, del Instituto Tecnológico de Costa Rica y la Universidad Técnica Nacional, y personas expertas en el campo de la EFTP). Se aplicaron seis entrevistas y 326 cuestionarios, además de varias sesiones de grupo focal. De acuerdo con los resultados obtenidos, se determinan que los principales conocimientos y habilidades (saber conocer y saber hacer) deben centrarse en la especialidad técnica que imparten, en la implementación de tecnologías de la información y la comunicación que enriquezcan el proceso educativo, para que se tome en cuenta el entorno laboral en el cual podrán insertarse, posteriormente, las personas estudiantes para prepararlos de la mejor manera, considerando, entre otros aspectos, fundamentalmente, el desarrollo de las habilidades blandas, así como también en la adecuada puesta en práctica de un enfoque por competencias. Además, con respecto al saber ser y convivir, se establecen una serie de actitudes y valores que deben desarrollar y mostrar las personas docentes encargadas de la EFTP. Se concluye que la persona docente en EFTP requiere de un perfil profesional complejo en el que se incluyen diferentes saberes que deben ser, constantemente, reflexionados y actualizados.

RESUMEN Dentro de los principales desafíos de la educación a distancia, se encuentra la necesidad de mejorar el autoaprendizaje mediante el uso de estrategias de enseñanza digitales. El objetivo a abordar es analizar el estado de la literatura científica sobre el aprendizaje autónomo y sus vínculos con las inteligencias artificial y emocional, mediante un estudio bibliométrico que permita extraer pautas y líneas de actuación para las Instituciones de Educación Superior en Ecuador. El enfoque de la investigación es cualitativo al pretender establecer líneas de actuación y buenas prácticas, el tipo longitudinal al estar enmarcada en un espacio y tiempo determinado. Se parte de la aplicación de métodos teóricos: de análisis y síntesis, histórico-lógico, enfoque en sistema e inducción-deducción. Se combinan con la aplicación de métodos empíricos y estadísticos (análisis clúster y determinar la correlación entre variables) a la par de softwares como Publish or Perish, EndNote y VosViewer que apoyan al estudio bibliométrico que se realiza. Como resultado se obtienen las principales palabras clave del tema, los autores representativos y los softwares más usados. Al término de aprendizaje autónomo se le asocian palabras clave relacionadas con: conocimiento, habilidades blandas, herramientas digitales y gamificación, conceptos que forman parte de la inteligencia emocional y de la artificial; aunque ambos términos son poco abordados de manera explícita. Se determinó que la plataforma más empleada es el Moodle y se brinda el listado de publicaciones más citadas y los autores con mayor número de publicaciones. El país con búsquedas sobre este tema es Colombia.

ABSTRACT Among the main challenges of distance education is the need to improve self-learning through the use of digital teaching strategies. The objective to be addressed is to analyze the state of the scientific literature on autonomous learning and its links with artificial and emotional intelligence, through a bibliometric study that allows extracting guidelines and lines of action for Higher Education Institutions in Ecuador. The research approach is qualitative as it seeks to establish lines of action and good practices, the longitudinal type as it is framed in a specific space and time. It starts from the application of theoretical methods: analysis and synthesis, historical-logical, system approach and induction-deduction. They are combined with the application of empirical and statistical methods (cluster analysis and determining the correlation between variables) along with software such as Publish or Perish, EndNote and VosViewer that support the bibliometric study that is carried out. As a result, the main keywords of the topic, the representative authors and the most used software are obtained. The term autonomous learning is associated with keywords related to: knowledge, soft skills, digital tools and gamification, concepts that are part of emotional and artificial intelligence; although both terms are rarely addressed explicitly. It was determined that the most used platform is Moodle and the list of the most cited publications and the authors with the greatest number of publications is provided. The country with searches on this topic is Colombia.

RESUMEN El objetivo de esta investigación fue proponer un programa de habilidades blandas para la mejora del desempeño directivo de las I.E. de nivel inicial de Chiclayo, Perú. El método usado en la investigación es básico de diseño no experimental, la unidad de análisis es de 49 directores y subdirectores del distrito de Chiclayo, la misma que se consideró como muestra censal. En los resultados de la investigación se observó que solo un 12% de la muestra presentó un alto nivel de desempeño directivo, en cuanto a gestión de las condiciones para la mejora del aprendizaje solo un 18% de los encuestados presentaron la competencia de planificación estratégica y el fomento de un entrono educativo favorable, en cuanto a la orientación de los procesos pedagógicos solo un 8% de los directivos destaco en orientar de manera efectiva los procesos pedagógicos. Se concluye que al alcanzar niveles bajos en las competencias analizadas se hace imprescindible la ejecución del programa de habilidades blandas con la finalidad de que los directivos puedan ejercer un mejor liderazgo en beneficio de la institución y comunidad.

ABSTRACT The objective of this research was to propose a soft skills program for the improvement of the managerial performance of the initial level educational institutions of Chiclayo, Peru. The method used in the research is basic of non-experimental design, the unit of analysis is 49 directors and deputy directors of the district of Chiclayo, the same that was considered as a census sample. In the results of the research, it was observed that only 12% of the sample presented a high level of managerial performance, in terms of management of the conditions for the improvement of learning, only 18% of the respondents presented the competence of strategic planning and the promotion of a favorable educational environment, in terms of the orientation of pedagogical processes, only 8% of the managers stood out in guiding effectively pedagogical processes. It is concluded that when reaching low levels in the competencies analyzed, the execution of the soft skills program is essential so that managers can exercise better leadership for the benefit of the institution and community.

RESUMEN Este estudio busca diseñar e implementar un programa educativo innovador en el Banco Internacional, sede Ibarra, inspirado en el enfoque de excelencia en el servicio de Disney, con el propósito de fortalecer las habilidades del personal en la prestación de servicios al cliente. Para ello, se adopta un enfoque cuantitativo y cualitativo con un diseño de estudio longitudinal. Se utilizan encuestas estructuradas a una muestra de empleados para evaluar percepciones sobre habilidades blandas y cultura organizacional. Los resultados respaldan la efectividad del programa implementado al revelar un aumento en las habilidades del personal, mejoras en la orientación al cliente y la adaptabilidad. De esta manera se logra un impacto positivo en la cultura organizacional. Estos resultados respaldan la efectividad de la iniciativa y ofrecen una base sólida para recomendar la continuidad de programas educativos similares.

ABSTRACT This study seeks to design and implement an innovative educational program at Banco Internacional, Ibarra headquarters, inspired by Disney's approach to service excellence, with the purpose of strengthening staff skills in providing customer services. To this end, a quantitative and qualitative approach is adopted with a longitudinal study design. Structured surveys are used with a sample of employees to evaluate perceptions about soft skills and organizational culture. The results support the effectiveness of the implemented program by revealing an increase in staff skills, improvements in customer orientation and adaptability. In this way, a positive impact is achieved on the organizational culture. These results support the effectiveness of the initiative and offer a solid basis for recommending the continuation of similar educational programs.

Resumen Objetivo Elaborar y validar un instrumento para la autoevaluación de soft skills en liderazgo auténtico de enfermería. Métodos Investigación metodológica llevada a cabo en tres etapas: revisión de la literatura, elaboración del instrumento llamado “LEADERSKILLS” y validación del contenido del instrumento con expertos mediante el método Delphi vía internet. La primera etapa estuvo compuesta por dos revisiones narrativas. La segunda etapa incluyó una prueba piloto del desarrollo del instrumento, que contenía la descripción narrativa de las soft skills más relevantes (relacionadas con el ejercicio del liderazgo auténtico del enfermero) y que fueron introducidas por la revisión narrativa de la literatura. La tercera y última etapa incluyó la modificación del instrumento después de las reflexiones realizadas por los expertos. Resultados El panel de expertos de la primera ronda estuvo compuesto por 13 participantes. De las 17 preguntas de selección múltiple evaluadas en la primera ronda, solo dos (pertenecientes a los componentes contenido y lenguaje) no obtuvieron Índice de Validez de Contenido (IVC) ≥0,85. La primera pregunta era sobre la comprensión inadecuada de lo que serían los títulos y subtítulos del “LEADERSKILLS” y la segunda era sobre la clareza y objetividad del instrumento. Las principales sugerencias de los jueces estaban centradas en los componentes contenido, lenguaje y diseño. La segunda ronda estuvo compuesta por la respuesta de cinco expertos y fue posible llegar al consenso de las preguntas con un IVC de ≥0,80. Conclusión El instrumento elaborado para desarrollar soft skills en enfermería fue considerado válido respecto al contenido, diseño, lenguaje, motivación y cultura, y logró una evaluación coherente y aplicabilidad en el público destinatario. etapas literatura LEADERSKILLS “LEADERSKILLS internet narrativas relacionadas enfermero 1 participantes pertenecientes (IVC 085 0 85 ≥0,85 diseño 080 80 ≥0,80 cultura destinatario 08 8 ≥0,8 ≥0, ≥0 ≥

Abstract Objective To build and validate an instrument for self-assessment of soft skills in authentic nursing leadership. Methods This methodological research was developed in three stages: literature review, development of the instrument entitled “LEADERSKILLS”, and validation of the instrument’s content by experts using the Delphi Online Technique. The first stage consisted of two narrative reviews. The second stage included a pilot test for the development of the instrument containing a narrative description of the most relevant soft skills (related to the exercise of authentic leadership by nurses) that were presented by the narrative literature review. The third and final stage included changes to the instrument after considerations made by the experts. Results In the first round, the panel of experts was composed of 13 participants. Of the 17 multiple-choice questions evaluated in the first round, only two (belonging to the content and language components) did not obtain the Content Validity Index (CVI) ≥0.85. The first question was about the inadequate understanding of what the titles and subtitles of “LEADERSKILLS” were, and the second was about the instrument’s clarity and objectivity. The judges’ main suggestions were concentrated on the content, language, and layout components. The second round consisted of responses from five experts, and reaching a consensus on the questions was possible by obtaining CVI≥0.80. Conclusion The instrument constructed to develop soft skills in nursing was considered valid in terms of content, layout, language, motivation, and culture, achieving coherent assessment and applicability to the target audience. selfassessment self stages review LEADERSKILLS, LEADERSKILLS , instruments s Technique reviews related nurses 1 participants multiplechoice multiple choice belonging components CVI (CVI 085 0 85 ≥0.85 “LEADERSKILLS objectivity judges CVI080 80 CVI≥0.80 motivation culture audience 08 8 ≥0.8 CVI08 CVI≥0.8 ≥0. CVI0 CVI≥0. ≥0 CVI≥0 ≥ CVI≥

Resumo Objetivo Construir e validar um instrumento para autoavaliação de soft skills em liderança autêntica de enfermagem. Métodos Pesquisa metodológica desenvolvida em três etapas: revisão de literatura, elaboração do instrumento intitulado “LEADERSKILLS” e validação de conteúdo do instrumento com experts, usando a Técnica Delphi Online. A primeira etapa foi composta por duas revisões narrativas. A segunda etapa incluiu um teste piloto ao desenvolvimento do instrumento contendo a descrição narrativa das soft skills mais relevantes (relacionadas ao exercício da liderança autêntica do enfermeiro) que foram apresentadas pela revisão narrativa da literatura. A terceira e última etapa incluiu a alteração do instrumento após as considerações realizadas pelos experts. Resultados O painel de experts da primeira rodada foi composto por 13 participantes. Das 17 questões de múltipla escolha avaliadas na primeira rodada, só duas (pertencentes aos componentes conteúdo e linguagem) não obtiveram Índice de Validade de Conteúdo (IVC) ≥0,85. A primeira questão era sobre a compreensão inadequada do que seriam os títulos e subtítulos do “LEADERSKILLS” e a segunda era sobre clareza e objetividade do instrumento. As principais sugestões dos juízes estavam concentradas nos componentes conteúdo, linguagem e layout. A segunda rodada foi composta pela resposta de cinco experts, sendo possível alcançar o consenso das questões obtendo IVC ≥0,80. Conclusão O instrumento construído para desenvolver soft skills em enfermagem foi considerado válido quanto ao conteúdo, layout, linguagem, motivação e cultura, alcançando avaliação coerente e aplicabilidade ao público-alvo. etapas literatura LEADERSKILLS “LEADERSKILLS Online narrativas relacionadas enfermeiro 1 participantes pertencentes (IVC 085 0 85 ≥0,85 layout 080 80 ≥0,80 cultura públicoalvo. públicoalvo público alvo. alvo público-alvo 08 8 ≥0,8 ≥0, ≥0 ≥

ABSTRACT Introduction: Soft skills represent a range of personal skills, attitudes and characteristics relevant to success and adequate work performance. Objective: This study aimed to evaluate the knowledge and usage of soft skills in Orthodontics. Methods: The participants answered a questionnaire containing 27 objective questions on awareness and frequency of soft skills in their professional activities. Participants were also asked to rank the soft skills in a crescent order of importance. The sample was divided into subgroups: A) residents in Orthodontics; B) orthodontists with less than 5 years of experience and C) orthodontists with more than 5 years of experience. Intergroup comparisons were performed using the Kruskal-Wallis test. Sexual differences were compared using Mann-Whitney test (p<0.05). Results: The sample of this observational study comprised 129 experienced orthodontists and residents in Orthodontics (92 women, 37 men) with mean age of 35.3 years. From the total sample, 54,6% of respondents reported no previous instructions on soft skills. All respondents reported using the analyzed soft skills with a similar frequency (median 4-5). Residents reported accessing reliable sources in bibliographic research less frequently (46%). Female orthodontists reported to seek help from teachers and other professionals more often than males. Ethics and communication were frequently ranked as the most important soft skills. Information management and leadership were frequently less ranked as important soft skills. Conclusion: Poor knowledge of soft skills was demonstrated by residents and orthodontists. Communication skill was highly used and frequently ranked as the most important soft skill. Introduction performance Objective Methods 2 activities importance subgroups A B C KruskalWallis Kruskal Wallis MannWhitney Mann Whitney p<0.05. p005 p p<0.05 . 0 05 (p<0.05) Results 12 92 (9 women 3 men 353 35 35. 546 54 6 54,6 median 45. 45 4 4-5) 46%. 46 46% (46%) males Conclusion p00 p<0.0 (p<0.05 1 9 ( 54, 4-5 (46% p0 p<0. (p<0.0 4- (46 p<0 (p<0. (4 p< (p<0 (p< (p

RESUMO Introdução: As soft skills representam uma variedade de habilidades pessoais, atitudes e características relevantes para o sucesso e desempenho adequado no trabalho. Objetivo: Este estudo teve como objetivo avaliar o conhecimento e o uso das soft skills em ortodontistas. Métodos: Os participantes responderam a um questionário contendo 27 perguntas objetivas sobre conhecimento e frequência das soft skills em suas atividades profissionais. Os participantes também foram solicitados a classificar as soft skills em uma ordem crescente de importância. A amostra foi dividida em subgrupos: A) residentes em Ortodontia; B) ortodontistas com menos de 5 anos de experiência e C) ortodontistas com mais de 5 anos de experiência. As comparações intergrupos foram realizadas usando o teste de Kruskal-Wallis. Diferenças entre os sexos foram comparadas usando o teste de Mann-Whitney (p< 0,05). Resultados: A amostra deste estudo observacional compreendeu 129 ortodontistas experientes e residentes em Ortodontia (92 mulheres, 37 homens) com idade média de 35,3 anos. Entre os entrevistados, 54,6% relataram não ter recebido instruções prévias sobre as soft skills. Todos os entrevistados relataram usar as habilidades interpessoais analisadas com uma frequência semelhante (mediana 4-5). Os residentes relataram acessar com menos frequência (46%) fontes confiáveis de pesquisa bibliográfica. Ortodontistas do sexo feminino relataram buscar ajuda de professores e outros profissionais com mais frequência do que os do sexo masculino. Ética e comunicação foram frequentemente classificadas como as soft skills mais importantes. Com frequência, o gerenciamento de informações e a liderança foram classificados como soft skills menos importantes. Conclusão: Foi demonstrado pouco conhecimento sobre as soft skills por parte de residentes e ortodontistas. A habilidade de comunicação foi frequentemente utilizada e considerada a soft skill mais importante. Introdução pessoais trabalho Objetivo Métodos 2 importância subgrupos B C KruskalWallis. KruskalWallis Kruskal Wallis. Wallis Kruskal-Wallis MannWhitney Mann Whitney p< p (p 0,05. 005 0,05 . 0 05 0,05) Resultados 12 92 (9 mulheres 3 homens 353 35 35, 546 54 6 54,6 mediana 45. 45 4 4-5) 46% 46 (46% bibliográfica masculino importantes Conclusão importante 00 0,0 1 9 ( 54, 4-5 (46 0, 4- (4

RESUMO Introdução: Na educação médica, programas de mentoria entre pares fomentam que alunos mais experientes ajudem colegas iniciantes no seu desenvolvimento. Mentorear o indivíduo durante sua vida universitária é uma maneira de oferecer suporte especialmente em momentos de transição, possibilitando o debate de tópicos relevantes muitas vezes não contemplados no currículo formal, como desempenho acadêmico, saúde mental e soft skills. Objetivo: Este estudo teve como objetivo compreender as contribuições da mentoria entre pares na transição para o ciclo clínico desenvolvida em uma escola médica, a partir da percepção dos estudantes participantes. Método: Trata-se de estudo transversal, descritivo, com abordagem qualiquantitativa. Foram realizadas três jornadas de mentoria entre pares, com quatro a seis encontros semanais entre grupos de discentes mentores do sexto ao décimo período e mentorados do quarto. Houve atividades voltadas ao aprendizado de habilidades médicas, discussão de casos clínicos, treinamento de anamnese e comunicação médica, além do compartilhamento de vivências. Os alunos participantes foram convidados a responder, anonimamente, a questionários online autoaplicados antes do início e após o último encontro. Realizaram-se análises estatísticas simples, frequências absoluta e relativa das variáveis concernentes às questões fechadas, e análise temática das respostas às questões abertas. Resultado: Participaram das três jornadas 144 estudantes: 99 mentorados e 45 mentores. Destes, 66% dos mentorados e 86% dos mentores responderam aos questionários. Pela visão da ampla maioria, a mentoria se mostrou efetiva, trazendo benefícios para mentorados e mentores. Os mentorados mencionaram que se sentiram mais preparados para as próximas atividades envolvendo atendimento ambulatorial e mais satisfeitos com o próprio desenvolvimento acadêmico e com as atividades de capacitação em habilidades de comunicação médica ofertadas pelo curso. Os mentores relataram que seus mentorados também os prepararam para avançar no curso e que auxiliaram no desenvolvimento pessoal e acadêmico. Conclusão: A mentoria entre pares na transição para o ciclo clínico revelou-se estratégia promotora de desenvolvimento acadêmico e pessoal, na percepção dos participantes, estimulando o engajamento dos estudantes, tanto mentores quanto mentorados, no processo de ensino-aprendizagem. Mais estudos com metodologias diversas, como aplicação de escalas, acompanhamento prospectivo ou análise de indicadores de êxito, podem incrementar a compreensão das contribuições da mentoria entre pares para a formação dos futuros médicos. Introdução formal skills Objetivo Método Tratase Trata transversal descritivo qualiquantitativa quarto médicas clínicos vivências responder anonimamente encontro Realizaramse Realizaram simples fechadas abertas Resultado 14 9 4 Destes 66 86 maioria efetiva Conclusão revelouse revelou ensinoaprendizagem. ensinoaprendizagem ensino aprendizagem. aprendizagem ensino-aprendizagem diversas escalas êxito médicos 1 6 8

ABSTRACT Introduction: In medical education, peer mentoring programs encourage more experienced students to help beginner colleagues in their development. Mentoring the individual during university life is a way of offering support, especially during periods of transition, enabling the debate of relevant topics often not covered in the formal curriculum, such as academic performance, mental health and soft skills. Objective: To understand the contributions of peer mentoring in the transition to clinical rotations at a medical school, based on the views of the participating students. Method: Cross-sectional, descriptive study with quantitative and qualitative approach. There were 3 mentoring journeys between peers, with 4 to 6 weekly meetings between groups of student mentors from the third to fifth year and mentees from the second year. There were activities focused on learning medical skills, discussing clinical cases, training in anamnesis and medical communication, in addition to sharing experiences. Participants were invited to anonymously answer self-applied online questionnaires before the beginning and after the last meeting. Simple statistical analyses were performed, absolute and relative frequencies of the variables concerning the objective questions; and thematic analysis of responses to discursive questions. Result: 144 students participated in the 3 journeys: 99 mentees, 45 mentors. 66% of mentees and 86% of mentors answered the questionnaires. The vast majority reported a view that showed mentoring to be effective, bringing benefits to mentees and mentors. The mentees expressed feeling more prepared for the next activities involving outpatient care, more satisfied with their own academic development and with the training activities in medical communication skills offered by the course. Mentors reported that their mentees also prepared them to advance in the course and that they helped with personal and academic development. Conclusion: According to the views of the participants, the peer mentoring in the transition to clinical rotations proved to promote academic and personal development, stimulating the engagement of students, both mentors and mentees, with the teaching-learning process. More studies with different methodologies, such as the application of scales, prospective follow-up or analysis of success indicators may enhance our understanding of the contributions of peer mentoring to the training of future physicians. Introduction education support curriculum performance Objective school Method Crosssectional, Crosssectional Cross sectional, sectional Cross-sectional approach peers cases experiences selfapplied self applied meeting performed questions Result 14 9 66 86 effective care Conclusion participants teachinglearning teaching process methodologies scales followup follow up physicians 1 8

ORIENTATION: The Fourth Industrial Revolution (4IR) is increasingly becoming a reality in organisations worldwide RESEARCH PURPOSE: The aim of this article was to explore the views of international leaders on leadership and skills development in employees to equip them for the 4IR MOTIVATION FOR THE STUDY: Leaders have to adjust their perspectives and leadership while the entire workforce is required to focus on their skills development on technological, individual and interpersonal levels RESEARCH APPROACH/DESIGN AND METHOD: A qualitative research methodology is applied, using a phenomenological paradigm. Eight top leaders from Australia, India, Germany, South Africa, North America, the United Arab Emirates, and Singapore in various global and organisational fields were interviewed on leadership and skills development in the 4IR MAIN FINDINGS: Leaders focus on understanding and applying new technological trends, adopting a 4IR mindset, and developing skills through training and integrating systems. Additionally, they believe that skills development needs to include hard and soft skills, continuous training, and anticipating future trends. Skills need to have individual, interpersonal, organisational, societal and spiritual aspects to address the 4IR complexities adequately PRACTICAL/MANAGERIAL IMPLICATIONS: Leaders need to understand the complexes of the 4IR and need to train and support employees to develop themselves and their skills adequately CONTRIBUTION/VALUE-ADD: This article adds to the research on skill development, training and understanding future work trends to prepare leaders, industry and employees for future work trends and requirements for education for future work places

ABSTRACT Introduction: Competences in primary healthcare should characterize the profile of health professionals working at that level. Objective: To describe the competences of health professionals for the implementation of primary healthcare. Methods: A qualitative-descriptive study, following Margarete Sandelowski’s postulates and the Ritchie and Spencer’s method, was carried out in Bogota and Soacha during the year 2021. Semistructured interviews were applied to 9 health professionals. Results: The competences that should characterize primary healthcare teams are linked to the elements, components and principles of primary healthcare itself, with emphasis on health promotion and disease prevention, as well as family and community orientation, intersectoral and interdisciplinary work, health education for self-care, training in health policy and comprehensive care. Conclusions: Practicing in primary healthcare requires specific competences for assistance and administrative management; it requires high scientific, ethical and humanistic knowledge, as well as soft skills: leadership, collaborative work, decision-making capacity and conflict resolution. It also requires financial resources and overcoming structural barriers that compromise the work of professionals in charge of guaranteeing compliance and effectiveness of primary healthcare in Colombia.

RESUMEN Introducción: Las competencias en atención primaria de salud deben caracterizar el perfil de los profesionales de la salud que se desempeñan en atención primaria. Objetivo: Describir las competencias del profesional de salud para la implementación de la atención primaria. Métodos: Estudio cualitativo descriptivo bajo los postulados de Margarete Sandelowski y el método de Ritchie y Spencer. Realizado en Bogotá y Soacha durante el año 2021. Se aplicaron entrevistas semiestructuradas a nueve profesionales de la salud. Resultados: Las competencias que deben caracterizar a los equipos de Atención Primaria están vinculadas con los elementos, componentes y principios de la atención primaria de salud, con énfasis en promoción de la salud y prevención de la enfermedad, la orientación familiar y comunitaria, el trabajo intersectorial e interdisciplinario, la educación en salud para el autocuidado, la formación en política en salud y la atención integral. Conclusiones: Desempeñarse en Atención Primaria requiere competencias específicas para la asistencia y la gestión administrativa; exige altos conocimientos científicos, éticos, humanísticos y competencias blandas: liderazgo, trabajo colaborativo, capacidad para la toma de decisiones y resolución de conflictos; recursos financieros y superar barreras estructurales que comprometen el trabajo de los profesionales encargados para garantizar el cumplimiento y la efectividad de la atención primaria en Colombia.

RESUMO Objetivo: Avaliar o nível de conhecimentos dos enfermeiros e técnicos de saúde relativamente às habilidades comportamentais (HC) e identificar as HC mais importantes. Método: Trata-se de estudo exploratório quantitativo com enfoque analítico, abrangendo 350 enfermeiros e técnicos de saúde da região de Souss-Massa. Resultados: Aproximadamente metade dos participantes (49,7%) demonstrou ter algum conhecimento sobre as HC, sendo que apenas 12,3% receberam alguma formação sobre o assunto. De acordo com os participantes, as 10 principais HC são a comunicação, o trabalho em equipa, a gestão do stress, a resolução de problemas, a gestão de conflitos, a honestidade, a tomada de decisões, a adaptabilidade, a aprendizagem ao longo da vida e a confiança. Adicionalmente, o modelo de previsão indica uma associação significativa entre o conhecimento e a experiência sobre HC (p < 0,001), o nível académico (p < 0,001) e a formação em HC (p < 0,001). Conclusão: Os enfermeiros e técnicos de saúde possuem conhecimentos sobre HC, apesar da ausência de formação formal. A identificação das HC mais importantes neste domínio é, portanto, de grande valor para a integração em programas de formação de profissionais e estudantes de saúde. Além disso, recomenda-se a realização de estudos adicionais sobre o desenvolvimento e a avaliação das HC. Objetivo (HC Método Tratase Trata se analítico 35 SoussMassa. SoussMassa Souss Massa. Massa Souss-Massa Resultados 49,7% 497 49 7 (49,7% 123 12 3 12,3 assunto 1 comunicação equipa stress problemas conflitos honestidade decisões adaptabilidade confiança Adicionalmente p 0,001, 0001 0,001 , 0 001 0,001. . Conclusão formal é portanto disso recomendase recomenda 49,7 4 (49,7 12, 000 0,00 00 49, (49, 0,0 (49 0, (4 (

RESUMEN Objetivo: Evaluar el nivel de conocimientos de enfermeros y de los técnicos sanitarios en materia de habilidades de comportamiento (HC) e identificar las HC más importantes. Método: Se trata de un estudio cuantitativo exploratorio con enfoque analítico, que abarca 350 enfermeros y técnicos sanitarios de la región de Souss-Massa. Resultados: Aproximadamente la mitad de los participantes (49,7%) mostraron algún conocimiento de las HC, y sólo el 12,3% habían recibido alguna formación sobre el tema. Según los participantes, las 10 principales HC son la comunicación, el trabajo en equipo, la gestión del estrés, la resolución de problemas, la gestión de conflictos, la honradez, la toma de decisiones, la adaptabilidad, el aprendizaje permanente y la confianza. Además, el modelo de predicción indica una asociación significativa entre el conocimiento y la experiencia en HC (p < 0,001), el nivel académico (p < 0,001) y la formación en HC (p < 0,001). Conclusiones: Los enfermeros y los técnicos sanitarios poseen conocimientos sobre las HC a pesar de la ausencia de formación reglada. La identificación de las HC más importantes en este campo es, por tanto, de gran valor para su integración en los programas de formación tanto de profesionales sanitarios como de estudiantes. Además, se recomienda realizar estudios adicionales sobre el desarrollo y la evaluación de las HC. Objetivo (HC Método analítico 35 SoussMassa. SoussMassa Souss Massa. Massa Souss-Massa Resultados 49,7% 497 49 7 (49,7% 123 12 3 12,3 tema 1 comunicación equipo estrés problemas conflictos honradez decisiones adaptabilidad confianza Además p 0,001, 0001 0,001 , 0 001 0,001. . Conclusiones reglada es estudiantes 49,7 4 (49,7 12, 000 0,00 00 49, (49, 0,0 (49 0, (4 (

ABSTRACT Objective: To assess the knowledge level of nurses and healthcare technicians regarding soft skills (SS) and to identify the most crucial SS. Method: This is a quantitative exploratory study with an analytical focus, encompassing 350 nurses and healthcare technicians in the Souss-Massa region. Results: Approximately half of participants (49.7%) exhibited some understanding of SS, with only 12.3% having received any training on the subject. According to participants, the top 10 SS are communication, teamwork, stress management, problem-solving, conflict management, honesty, decision-making, adaptability, lifelong learning, and confidence. Additionally, the prediction model indicates a significant association between SS knowledge and experience (p < 0.001), academic level (p < 0.001), and SS training (p < 0.001). Conclusion: Nurses and healthcare technicians possess knowledge of SS despite the absence of formal training. Identifying the most important SS in this field is, therefore, invaluable for integration into training programmes for both healthcare professionals and students. Furthermore, additional studies are recommended on SS development and assessment. Objective (SS Method focus 35 SoussMassa Souss Massa region Results 49.7% 497 49 7 (49.7% 123 12 3 12.3 subject 1 communication teamwork management problemsolving, problemsolving problem solving, solving problem-solving honesty decisionmaking, decisionmaking decision making, making decision-making adaptability learning confidence Additionally p 0.001, 0001 0.001 , 0 001 0.001) 0.001. . Conclusion therefore students Furthermore assessment 49.7 4 (49.7 12. 000 0.00 00 49. (49. 0.0 (49 0. (4 (