Professional Preparation Research Articles

THE STRUCTURE OF THE PROFESSIONAL READINESS OF FUTURE SPECIALISTS IN SOCIAL WORK TO PROVIDE COMPLEX SOCIAL SERVICES FOR THE FORMATION OF VITALITY

The purpose of the article is to determine and substantiate the structure of professional readiness of future specialists in social work to provide a complex social services for the formation of vitality. Research methods applied: the analysis of scientific publications on the problem of structuring the readiness of future specialists in social work for professional activity and generalisation of the structure of professional readiness to provide a to provide a complex social services for the formation of vitality. Various scientific views and approaches to understanding the structural components of professional readiness have been identified. The article analyzes the content and features of the professional readiness of future social work specialists for the provision of complex social services for the formation of vitality. Based on the analysis of the works of scientists in various fields, the essence of the concepts "readiness" and "professional readiness" was considered. Professional readiness is defined as a complex characteristic of a person, which consists of professional and personal qualities necessary for the successful implementation of professional activities. The professional readiness of future social workers presupposes the presence of a complex of knowledge, abilities, skills, qualities, abilities, and professional orientation, which contribute to the successful realization of a specialist in the social sphere in professional activity. Within the framework of the study, the structural components of the professional readiness of future social work specialists to provide complex social services for the formation of sustainability are revealed, analyzed, and substantiated: motivational-value, cognitive-content, operational-active, personal-psychological, and reflective-evaluative components.

Integrating SDGs, One Health and transdisciplinarity into AMR Education Strategies

Abstract Introduction The increasing prevalence of Antimicrobial Resistance (AMR) threatens modern medicine, undermines food security, and impedes environmental sustainability. The complexity of AMR requires various stakeholders to contribute to mitigate this challenge. We discuss the critical need for integrating the One Health framework, transdisciplinarity, and Sustainable Development Goals (SDGs) within AMR education; and demonstrate how these integrations enhance the effectiveness of educational strategies against AMR. Methods Through a review of existing literature and analysis of multiple interventions, we synthesize findings from instances where One Health strategies have been applied. We assess their effectiveness in fostering cross-sector collaboration and enhancing health outcomes, thereby providing a grounded framework for developing integrated educational strategies. Results Our analysis reveals that AMR education programs incorporating the SDGs and One Health principles are more likely to foster interprofessional collaboration and a deeper understanding of AMR. Case studies demonstrate that such educational approaches significantly improve the preparedness of health professionals in managing AMR through innovative and cooperative approaches. Despite the significant potential of One Health education in impacting global health positively, current interventions lack specific SDG indicators directly related to AMR, suggesting a gap in policy and global health prioritization. Conclusions By aligning AMR education with SDGs and One Health, there is an opportunity to enhance global health security. We call for a paradigm shift in educational strategies to effectively combat AMR, advocating for policy reforms and curriculum adjustments to incorporate these integrated approaches. The findings are crucial for educators, policymakers, and healthcare professionals aiming to redesign AMR education to be more comprehensive and globally oriented. Key messages • AMR education integrated with SDGs and One Health enhances interprofessional collaboration and understanding, improving health professionals’ preparedness to manage AMR effectively. • Current AMR educational strategies lack specific SDG indicators; aligning education with SDGs and One Health can significantly boost global health security.

Педагогічні умови формування емоційного інтелекту майбутнього магістра музичного мистецтва у процесі інструментальної підготовки

Тhe article is devoted to determining the peculiarities of the process of forming the emotional intelligence in a future master of musical art in the process of instrumental training. In a world emotional intelligence is heralded as a cornerstone of personal and professional success. Historically, EQ assessments have been the realm of human-to-human interaction, relying on nuanced perceptions and experiences to judge one’s ability to manage emotions, both their own and others’. The most important type of soft skills is emotional intelligence since it constitutes a pivotal part of our lives. In this way three pedagogical conditions are considered and substantiated, which are the basis of the strategy of forming emotional intelligence in a future musical art master. The first pedagogical condition is the activation of students; polymotivation to emotional interaction in the process of instrumental training. The second pedagogical condition is the creating an artistic communicative and reflective environment as a means of conscious regulation of the emotional field in the process of instrumental training of future musical art masters. The third pedagogical condition is the introduction of training technologies for teachers and students. Presented the ways of forming emotional intelligence in the professional preparation of future musical art master’s, namely: activation of future master’s motivation for emotional interaction in the process of professional preparation; creation of appropriate artistic educational environment; active creative process of development in the future musical art master’s emotional intelligence through introduction of training technologies, etc.

The Role of the Specialized Educational Care Teacher in Professional and Technological Education at the Federal Institute of Minas Gerais

Objective: The objective of this study is to investigate how ESA professionals can facilitate the academic and social integration of students with Specific Educational Needs (SEN). Theoretical Framework: In relation to the theoretical framework, Decree No. 6,571 will be used, which presents the importance of inclusive education in conjunction with the LBD (Law of Guidelines and Bases), which provides for the necessary adaptations for students with SEN. In addition, it was based on Mendes (2011), who corroborates the discourse that the inclusion of ESA is a significant advance in the educational context. Another important point is CNR/CEB Resolution 4/2009, which standardizes and aligns the work of the EEA professional. In addition to this, another theoretical reference used was the Law of Persons with Disabilities, so that we could analyze the task that should be carried out by the ESL in accordance with the constitutional rights of students with SEN. Finally, Mantoan (2003) stresses that inclusion must not only take place in the classroom but must permeate the student's entire school context. Method: documentary research, which aims to examine the recruitment notices and job descriptions for ESA at IFMG, in order to identify the qualifications required, responsibilities assigned and competencies expected of these professionals. This analysis will allow the construction of a basis for assessing the alignment of IFMG's practices with national and international inclusive education policies. It is important to mention that the documentary research of the public notices followed the following order: 1. pre-analysis; 2. organization of the material and 3. treatment of the data. Results and Discussion: The results obtained revealed that, despite structural and operational challenges, IFMG's inclusion initiatives are largely effective. In this context, the policies and practices observed reflect the commitment to inclusive education, demonstrating well-structured approaches that support the integration of students with SEN, which are based on the analysis of institutional documents that show how IFMG has structured its EEA practices to better serve its students. Research Implications: It is recommended that other institutions consider IFMG's practices when developing or improving their own inclusion strategies, ensuring that ESA professionals are well equipped to respond to students' needs and to promote an inclusive educational environment. The practical recommendations derived from this study are aimed at improving inclusion strategies, strengthening the support offered to students with SEN, and enriching the educational experience of all students. Originality/Value: This study contributes to the literature by presenting the need to optimize the role of ESE professionals in EFA contexts, which are challenging due to special practical and technical requirements. In addition, this study indicates that inclusive educational practices that respond to the needs of students, considering that, at IFMG, the preparation and performance of ESL professionals are fundamental to ensuring that inclusion is more than a policy, but an effective practice that enriches the educational experience of students.

Portfolio jako součást státní závěrečné zkoušky v programu Učitelství pro mateřské školy

The aim of the study is to provide a picture of the involvement of the portfolio in the state final examination in the degree program Pre-primary teacher training at the Faculty of Education of Masaryk University. One of the pillars of the study program is the concept of reflective preparatory education, which includes the current form of the state final examination in which students demonstrate their professional competence. The portfolio is a tool that enables the construction of self-knowledge and serves as evidence of professional preparedness in theory and practice. A content analysis of twenty portfolios led to the development of a typology of portfolios. Together with the questionnaire survey, it allowed to understand the role of the portfolio in the state final examination. The results show that the portfolio is perceived as a support in a psychologically challenging situation and its processing affects performance in the state final exam with regard to the ability to link theory with practice. The findings pointed to the necessity of looking for further ways to implement portfolio support activities throughout the study.

Reinforcement Learning in AI-Driven Assessments : Enhancing Continuous Learning and Accessibility

This article explores the transformative potential of Reinforcement Learning (RL) in AI-driven assessments, examining its impact on personalized learning experiences and continuous skill development. We investigate how RL algorithms enable adaptive learning systems to create dynamic, individualized learning paths, provide real-time feedback, and optimize long-term educational outcomes. The article delves into key aspects such as personalized learning trajectories, adaptive difficulty adjustments, and the integration of gamification elements to enhance engagement. We discuss the application of these technologies in various contexts, from traditional educational settings to professional development and certification preparation. The article also addresses the challenges and limitations of implementing RL in educational technology, including concerns about algorithmic bias and the complexity of modeling human learning processes. By analyzing current research and potential future directions, this paper provides a comprehensive overview of how RL is reshaping the landscape of education and assessment, offering insights into the future of adaptive learning systems and their role in fostering lifelong learning in an increasingly digital world.

Application of a Prediction Problem-Based Learning (PPBL) Method in an Undergraduate Biomechanics Course

Abstract Challenge As biomedical engineers revolutionize medicine, biomedical engineering programs must adapt to the diverse learning styles of the current student population. Students are learning in new ways and instructional strategies need to be adopted. Novel Initiative Understanding generational attributes is crucial for developing effective teaching pedagogy. Generation Z, also known as “zoomers” and “digital natives,” will dominate higher education for the next decade. In response to the shift of how students are learning, a new teaching method called Prediction Problem-Based Learning (PPBL) was implemented in an undergraduate Biomechanics course. PPBL combines the retrieval of information with problem-based learning to enhance student engagement and active learning. Reflection Comparing this method to traditional teaching approaches demonstrated significant improvements in a course learning outcome and exam performances among students exposed to PPBL. These results suggest that PPBL fosters a deeper understanding of the material and promotes a more effective learning strategy. Further analysis and testing of this method are recommended to confirm its efficacy and explore its potential for broader application in biomedical engineering educational courses. This innovative approach aligns with the needs of Generation Z learners, who thrive in interactive and technology-enhanced educational environments, thereby providing greater opportunities for academic success and professional preparedness.

Secondary School Athletic Trainers' Experiences Managing Workplace Organizational-Professional Conflict.

Athletic trainers (ATs) face organizational-professional conflict (OPC), often surrounding return-to-sport decisions. To prioritize patient safety and establish a healthy work environment, OPC must be mitigated, yet few researchers have determined how ATs manage conflicts with stakeholders. To explore ATs' experiences with OPC in the secondary school setting. Qualitative study. Telephone interviews. Sixteen ATs (9 females, 7 males; age = 43 ± 11 years; years certified = 17 ± 9; years in their current positions = 9 ± 6). We digitally recorded telephone interviews and had them professionally transcribed. Data saturation guided recruitment efforts and was met. To ensure rigor and trustworthiness of the data, we completed basic member checks along with multiple-analyst triangulation. We analyzed the qualitative data using an interpretive phenomenological approach. Four themes emerged effective communication, professional relationships, stakeholder education, and professional experience. Participants used effective communication described as frequent, open, and direct, during interactions with stakeholders to manage OPC. Organizational-professional conflict was reduced when ATs built professional relationships with stakeholders centered on trust and respect. Participants used stakeholder education as a primary strategy for managing OPC by educating stakeholders about prognosis and return-to-sport timelines postinjury and providing rationale for decisions made. Additionally, years of experience served as a mitigating factor of conflict, in that as ATs gained experience and confidence, they perceived less OPC. Participants suggested various interpersonal relationship development strategies that can be implemented to manage OPC, especially when starting a new position or building rapport with stakeholders. Specifically, educating various stakeholders on reasons for clinical decisions via effective communication and developing strong professional relationships built on mutual respect assisted in avoiding OPC. Since professional experience appears to alleviate conflict, OPC management strategies should be taught during professional preparation and used early during transition to autonomous practice.

Virtual reality for assessing emergency medical competencies in junior doctors – a pilot study

BackgroundThe teaching and assessment of clinical-practical skills in medical education face challenges in adequately preparing students for professional practice, especially in handling emergency situations. This study aimed to evaluate the emergency medical competencies of junior doctors using Virtual Reality (VR)-based scenarios to determine their preparedness for real-world clinical situations.MethodsJunior doctors with 0–6 months of professional experience participated in one of three VR-based emergency scenarios. These scenarios were designed to test competencies in emergency medical care. Performance was automatically assessed through a scenario-specific checklist, and participants also completed self-assessments and a clinical reasoning ability test using the Post-Encounter Form.ResultsTwenty-one junior doctors participated in the study. Results showed that while general stabilization tasks were performed well, there were notable deficiencies in disease-specific diagnostic and therapeutic actions. On average, 65.6% of the required actions were performed correctly, with no significant variance between different scenarios. Participants achieved an average score of 80.5% in the Post-Encounter-Form, indicating a robust ability to handle diagnostic decisions. Self-assessments did not correlate significantly with objective measures of competency, highlighting the subjective nature of self-evaluation.ConclusionVR-based simulations can provide a detailed picture of EMC, covering both diagnostic and therapeutic aspects. The findings of this pilot study suggest that while participants are generally well-prepared for routine tasks, more focus is needed on complex case management. VR assessments could be a promising tool for evaluating the readiness of new medical professionals for clinical practice.

Insights into enhanced learning through virtual reality

IntroductionThis study investigates the impact of Immersive Virtual Reality (VR) on learning outcomes in radiography training using Virtual Medical Coaching's X-Ray Pro VR software. VR offers immersive experiential learning that may enhance academic performance and professional preparedness. MethodsThe study involved 130 students from two consecutive cohorts: one using traditional training methods and the other using VR software. We employed a mixed-methods approach, integrating quantitative measures of academic performance and clinical competency with qualitative insights into student engagement, enjoyment, and stress levels. The VR group used Virtual Medical Coaching simulation software, while the traditional group used physical simulation machines (Siemens Healthineers) to practice positioning anthropomorphic manikins, adjusting exposure settings, and handling X-ray equipment. Data were collected at four points: immediately post-training and at 1 month, 3 months, and 8 months follow-up. ResultsThe VR cohort showed significantly higher knowledge retention, work readiness, and lower stress levels compared to the traditional cohort. Among the participants trained in VR, a vast majority (59 out of 65) reported a high level of satisfaction with the immersive nature of the training, emphasizing its realism and direct applicability to clinical scenarios. Quantitative analysis revealed superior performance metrics for the VR group across all measured time points (p < 0.001). Qualitative feedback highlighted enhanced engagement and enjoyment among VR-trained students. ConclusionThe results of this study clearly indicate that VR training significantly enhances learning outcomes in radiography education. The VR cohort exhibited higher knowledge retention, work readiness, student engagement, and enjoyment, along with lower stress levels and higher confidence compared to the traditional cohort. These findings support the integration of VR into professional training curricula to improve student performance and engagement.

Особенности формирования профессиональных компетенций у будущих художников-графиков

Introduction. There are a number of contradictions in education when the knowledge, skills and abilities obtained at an educational institution do not satisfy the labor market. In general, training in the specialty “Graphic Artist (easel graphics)” can be interesting and useful for those who want to work in the field of art. To be successful in the labor market, it is necessary to develop not only your abilities, but also marketing skills, job promotion and order search. The article analyzes the competencies of future graphic artists with specialization no. 1 “Graphic artist (easel graphics)”. The analysis of the contingent of art and pedagogical institutions leads to the conclusion that the specialty is in little demand. Theoretical analysis of the problem of professional competence formation of future graphic artists identified components and indicators of professional readiness of future graphic artists. Conclusion. In conclusion, it can be noted that the peculiarities of the formation of professional competencies is a multifaceted process. These peculiarities may be related to the individual characteristics of students, the specifics of the profession, as well as the peculiarities of the educational process. An individual approach to students, the use of modern teaching methods and orientation to the real needs of the labor market will help to effectively form professional competencies of future specialists in any field.

UKRAINIAN INTERPRETERS IN THE WAR ZONE (2014-2015)

The article focuses on the study of interpreters’ work in Donetsk, Ukraine in 2014-2015, the first two years of the Russian aggression against Ukraine. Complex legal, political and personal aspects of interpreters’ work with international media teams indicate that the legislation regulating the work of interpreters and the general preparedness of Ukrainian professionals for the dangerous working environment are lacking. What political and personal factors affect the language professionals in the field, what risks and challenges they have to overcome, and how they do their best to stay impartial and politically neutral in their work. The study shows that the environment, in which Ukrainian interpreters had to work was complicated and dangerous: they faced many challenges which included performing new functions, taking safety measures to protect their lives and health, adjusting to fast-changing conditions of work and life, coping with psychological pressure, etc. There is an obvious necessity to improve the legislation regulating the work of interpreters in a war zone, introduce training programmes for interpreters working in extreme and dangerous environments, and conduct further research of the work of interpreters in the war zones.

Using AI-Enabled Tools to Support Minority Students’ Success in HE

Generative AI and large language models (LLMs) are transforming workplace literacy practices in the fourth industrial revolution. This study explored how master's students in educational leadership and teacher education programs at a minority-serving university in a low SES urban metroplex in the south-central USA perceive and experience using LLMs and AI-assisted software. The focus was on how these tools support their learning and help them demonstrate knowledge. Key themes include equitable access to AI tools, diverse applications in academic and professional contexts, building student confidence through support and training, using AI to enhance academic readiness and skills, identifying individual needs, enabling higher order thinking opportunities, and promoting ethical use and academic integrity.By addressing various issues of AI usage, institutions can better support underserved students in using disruptive technologies, contributing to their academic success and professional preparedness. Faculty must ensure students' needs are met before requiring the use of new technologies like generative AI and AI-enabled tools.

Оценка профессиональной готовности студентов медицинского колледжа к работе в системе здравоохранения (по материалам социологического исследования)

Введение. Дефицит квалифицированных кадров среднего медицинского персонала в отечественном здравоохранении ощущается особенно остро: по оценкам Минздрава РФ осенью 2023 г. нехватка специалистов среднего звена в государственных медицинских организациях составила около 50 тыс. чел. Цель. Оценка готовности студентов медицинского колледжа к работе по выбранной профессии после окончания колледжа. Методы. Одномерный, двухмерный и сравнительный анализ. Онлайн-опрос проведен в марте–апреле 2023 г.; всего опрошено 2358 чел. В основу исследования лег принцип достижимой выборки, составившей 17,2 %. Ошибка выборки составила 1,84 %, что позволяет утверждать о достаточно высокой степени надежности полученных данных. Результаты. Представлен анализ профессиональной готовности студентов медицинского колледжа к работе в государственной системе здравоохранения. Заявили о такой готовности 63,8 % опрошенных. На формирование профессиональной готовности наиболее существенное воздействие оказывает качество образовательной среды. Незначительное воздействие – психологическая мотивация выбора медицинской профессии и трудовая занятость студентов в период обучения. Научная новизна. Субъективные оценки профессиональной готовности студентов к работе в здравоохранении являются важным индикатором качества подготовки будущих специалистов. Практическая значимость. Учет выявленных в ходе исследования факторов, оказывающих влияние на готовности студентов к будущей профессиональной деятельности, дает возможность корректировать основные направления профориентационной работы в колледже и добиваться высокого уровня трудоустройства выпускников по полученной специальности. Introduction. The shortage of qualified paramedical personnel in domestic healthcare is particularly acute: according to estimates from the Ministry of Health of the Russian Federation, in the fall of 2023, the shortage of mid-level specialists in state medical organisations amounted to about 50 thousand people. Aim. Assessment of the professional readiness of students of the Sverdlovsk Regional Medical College to work in the healthcare system. Methods. Univariate, bivariate and comparative analysis. The online survey was conducted in March-April 2023; a total of 2358 people were surveyed. The study was based on the principle of an attainable sampling of 17.2%. The sampling error was 1.84%, which suggests a fairly high degree of reliability of the data obtained. Results. An analysis of the professional readiness of medical college students to work in the public health care system is presented. 63.8% of respondents declared such readiness. The quality of the educational environment has the most significant impact on the formation of professional readiness. Minor impact – psychological motivation for choosing a medical profession and students’ employment during the training period. Scientific novelty. Subjective assessments of students’ professional readiness to work in healthcare are an important indicator of the quality of training of future specialists. Practical significance. Taking into consideration the identified factors that have an impact on students’ readiness for future professional activities makes it possible to adjust the main directions of career guidance work in college and ultimately achieve a high level of employment of graduates in their specialty.

Deep brain stimulation for obsessive compulsive disorder: the functional neurosurgeon armamentarium.

Deep brain stimulation (DBS) is a neurosurgical procedure that utilizes implanted electrodes and electrical stimulation for the treatment of neurological disorders. In cases where patients present with severe functional impairment while being refractory to less invasive treatment options, DBS is considered "gold standard." Still, DBS-related work is still widely under investigation, with ethical issues arising that may impact a patient's physical and psycho-social status. These include patient selection, informed consent, patient autonomy, pre-operation counseling and professional psycho-social preparation and follow-up support. Bioethicists and philosophers have increasingly worked together with in clinicians and researchers to identify, address and present ethical consideration in both clinical practice and research to balance the risk-benefit ratio in DBS treatment for obsessive-compulsive disorder.

Simulation Technologies in Obstetrics: Teaching in a New Way or Leaving the Status Quo?

The protection of reproductive health of the population of Russia has been declared by the country's leadership to be the most important state task and is one of the priority components of the National Projects "Healthcare", "Demography" and "Family". The development of the latest technologies in medicine determines the need to create and widely implement an innovative approach to the training and professional preparation of doctors. In this regard, there is a need to change the methodology for training doctors at present.

Ensuring High-Quality Professional Training for Future Tactical Air Force Pilots in Combat Flight through the Pedagogical System's Effectiveness Justification

This article presents an in-depth analysis of the efficacy of the pedagogical system in providing high-quality professional training for prospective tactical air force pilots. The study encompasses the evaluation of cognitive, operational, motivational and conative, and physical components of professional training for combat flights through an extensive pedagogical experiment. Two distinct groups, namely the experimental group (EG) and the control group (CG), comprising a total of 190 participants, were established for the experiment. The assessment of professional readiness among KNAFU student pilots for combat flights involved the examination of criteria, indicators, and levels associated with each component. The experimental process entailed both quantitative measurement and qualitative interpretation of the outcomes. The study uncovered noteworthy enhancements in professional training for future tactical air force pilots, encompassing intellectual domain, simulator training quality, operational proficiency, motivational and conative aspects, physical capabilities, and psychophysiological elements. These findings contribute to the progression of military pilot education and carry positive implications for public health. By refining the training programs and pedagogical approaches for military pilots, the implemented measures can indirectly impact public health by ensuring the deployment of highly skilled and mentally resilient pilots to safeguard national security. This study underscores the interdependence between professional training for tactical air force pilots and broader public health objectives, underscoring the significance of holistic education and training approaches in the military domain.

The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge.

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers' technological pedagogical content knowledge (TPACK).

Navigating Perceived Stress: Experiences of Nursing Students Completing Internships during the COVID-19 Pandemic in Spain.

Background: University students often experience psychological strains such as academic stress, particularly as they approach the transition into the workforce. This stress may have been heightened for nursing students who completed internships during the COVID-19 pandemic. This study aims to analyze the impact of the COVID-19 pandemic on the perceived stress levels of undergraduate nursing students. Methodology: A cross-sectional descriptive observational study was conducted using the Spanish version of the PSS-10 scale, a validated reduction of the English version PSS-14, to evaluate perceived stress. The responses are Likert-type with a total score range of 0 to 40. Questionnaires were distributed electronically to nursing students across all academic years who were engaged in clinical practice. Participation was voluntary. Results: The study included 487 students, the majority of whom were women (78.4%) with an average age of 23.51 years. Most participants were in their third and fourth years (67%). The mean perceived stress score was 20.65 (SD = 5.62) out of a possible 40, indicating moderate stress levels. Statistically significant differences in perceived stress were found between genders, with women reporting higher stress levels than men (Mann-Whitney U = 15,380.000; p < 0.001). Additionally, a significant correlation was observed between the overall perceived stress score and gender, as well as between specific items on the PSS-10 scale and gender, highlighting the importance of gender-specific stress management interventions. Conclusions: Nursing students reported moderate levels of perceived stress, with women experiencing higher stress levels than men. These findings highlight the need for targeted stress management interventions for nursing students, especially during health crises. Addressing gender-specific stressors and fostering a supportive educational environment will enhance students' well-being, academic success, and professional preparedness.

Institutional Violence Perpetrated against Transgender Individuals in Health Services: A Systematic Review of Qualitative Studies.

This review aims to analyze the evidence related to violence perpetrated against transgender individuals in health services based on their narratives. This is a systematic literature review of qualitative studies. A search was carried out in the Scopus, Web of Science, Latin American and Caribbean Literature in Health Sciences (LILACS), Cumulative Index to Nursing and Allied Health Literature (CINAHL), EMBASE, and MEDLINE databases using the descriptors "transgender people", "violence", and "health services". The eligibility criteria included original qualitative articles addressing the research question, with fully available text, reporting violence specifically by health workers, involving trans individuals aged 18 and above, and published in Portuguese, English, or Spanish. In addition, studies were included that reported experiences of violence suffered by the trans population, through their narratives, in health services. A total of 3477 studies were found, of which 25 were included for analysis. The results highlighted situations such as refusal of service; resistance to the use of social names and pronouns; barriers to accessing health services; discrimination and stigma; insensitivity of health workers; lack of specialized care and professional preparedness; and a system focused on binarism. The analysis of the studies listed in this review highlights the multiple facets of institutional violence faced by the transgender population in health services. It is evident that the forms of violence often interlink and reinforce each other, creating a hostile environment for the transgender population in health services. Thus, there is an urgent need to create strategies that ensure access to dignified and respectful care for all individuals, regardless of their gender identity.