O emprego da noção de competência seja na perspectiva do individuo ou na perspectiva organizacional, ainda é marcado por uma grande heterogeneidade no que se refere às definições, conceitos e classificações de competência, especialmente quando se trata de pensar competência na perspectiva organizacional. Uma das questões que parece estar no centro deste debate é que, apesar da aparente simplicidade do conceito de competência organizacional, sua utilização nas organizações tem sido considerada relativamente complexa, já que a aplicação deste conceito não aceitaria um tratamento homogêneo e unidimensional, condição que em geral acompanha a apropriação das práticas gerenciais mais difundidas entre as organizações. Visando contribuir com novas referências para este debate, este trabalho teve como objetivo identificar e analisar as evidências relacionadas à aplicação do conceito de competência organizacional em uma empresa industrial do setor automotivo. Para tanto, após a revisão teórica, foi estruturado um framework na tentativa de sistematizar diferentes percepções acerca do conceito de competência organizacional e sua relação com a lógica estratégia das empresas, uma vez que este conceito se desenvolve na dimensão estratégica das organizações. Utilizando este framework como direcionador da pesquisa realizou-se um estudo de caso na empresa Marcopolo S.A. Participaram da coleta de dados, através de entrevistas semi-estruturadas, dois diretores e dois gerentes, além de três fornecedores parceiros da empresa. Foram analisados, além das entrevistas, documentos da empresa disponíveis no site e outros fornecidos pela mesma, assim como informações obtidas em entidades do setor automobilístico e trabalhos acadêmicos realizados anteriormente na empresa. Como resultado encontrou-se evidencias de que o conceito de competência, na dimensão estratégica da organização, não está sendo aplicado na sua totalidade como descrito na literatura. Contudo, foram constatados vários pontos em comum entre o framework aqui proposto e a aplicação do conceito de competência na elaboração da lógica estratégica da Marcopolo S.A. / The use of the competence concept either on the individual perspective or on the organizational perspective is still characterized by great heterogeneity in regards to the definitions, concepts, and classifications of competence, especially when referring to thinking competence on the organizational perspective. One of the topics that seem to be the core of this discussion is that despite the apparent simplicity of the organizational competence concept, its use in the organizations has been considered relatively complex, since the application of this concept would not accept an homogeneous and unidimentional approach, condition that usually is associated with the appropriation of the most used management practices among organizations. Aiming at bringing new references to this discussion, this work was developed in order to identify and analyze the evidence related to the application of the organizational competence concept in one industrial company of the automotive sector. In order to do that, after the theoretical review, a framework was created to attempt to classify different views concerning the organizational competence concept and its relation to the company’s strategic logic, as this concept occurs at the strategic dimension of the organization. A case study was carried out at Marcopolo S.A company using this framework as the basis. Two directors, two managers, as well as three suppliers of the company have participated of the data collection through semi-structured interviews. The interviews, the documents provided by the company as well as documents available on their website, the information collected from the automotive sector, and some academic projects previously carried out in the company were analyzed. As a result, the evidence demonstrated that the concept of competence at the strategic dimension of the organization is not being applied in its totality as described in the literature. However, several similarities were verified between the proposed framework and the application of the concept of competence on the preparation of the Marcopolo S.A.’s strategic logic.

Submitted by Luís Carlos Viana Júnior null (binguinha_viana@hotmail.com) on 2017-09-12T17:01:53Z No. of bitstreams: 1 Versão Final Diseertação Luís Carlos Viana Júnior.pdf: 2316901 bytes, checksum: 2eb52a273aba1b25ee4909a6d0a36e70 (MD5) / Approved for entry into archive by Monique Sasaki (sayumi_sasaki@hotmail.com) on 2017-09-12T18:09:06Z (GMT) No. of bitstreams: 1 vianajunior_lc_me_arafcl.pdf: 2316901 bytes, checksum: 2eb52a273aba1b25ee4909a6d0a36e70 (MD5) / Made available in DSpace on 2017-09-12T18:09:06Z (GMT). No. of bitstreams: 1 vianajunior_lc_me_arafcl.pdf: 2316901 bytes, checksum: 2eb52a273aba1b25ee4909a6d0a36e70 (MD5) Previous issue date: 2017-07-14 / Na presente pesquisa, partimos da premissa de que ao desenvolver a competência humorística em alunos de língua estrangeira (LE) enriquece-se o trabalho com a competência comunicativa. Assim, nosso objetivo é analisar como esse processo ocorre no ensino de espanhol como língua estrangeira (ELE) a alunos brasileiros. Para tanto, temos como base teórica Raskin (1985), o qual disserta sobre a competência humorística relacionando-a com os escritos de Grice (1975) sobre princípios próprios dos estudos pragmáticos. Ademais, discutimos sobre a competência comunicativa (HYMES, 1971), além dos conhecimentos e habilidades que a constituem, baseando-nos em teorias de autores como Canale e Swain (1980) e Bachman (1990), que aplicaram esses conceitos ao ensino de LE. A partir dessas teorias, observamos que há uma junção de diversos aspectos para que um interlocutor seja eficaz nas situações comunicativas com que se possa deparar. Portanto, no ensino de LE, é necessária uma ação que supere os limites da ênfase na estrutura (competência linguística) e que incorpore ao ensino de LE os princípios da Pragmática, na busca por aproximar o contexto de aprendizagem ao contexto de uso da língua. Com base nesses preceitos, analisamos duas coleções didáticas de espanhol, aprovadas em 2015 no Programa Nacional do Livro Didático (PNLD), para verificar como o humor é apresentado e se essas propostas permitem o desenvolvimento da competência humorística e, consequentemente, da competência comunicativa nos estudantes. Na análise, em um primeiro momento, realizamos um levantamento da presença dos enunciados humorísticos, destacando em quais gêneros textuais e em que estágio da aprendizagem do estudante são mais recorrentes, bem como quais as tipologias de humor, de acordo com a classificação de Raskin (1985), estão presentes. Encontramos uma variedade bastante escassa de gêneros e tipologias, que, em sua maioria, eram vinhetas que traziam o humor étnico. Apesar de observarmos o humor apresentado nas obras didáticas com o viés da repressão, também havia casos em que aparecia como crítica a outros problemas socioculturais. Finalmente, segundo o Guia dos Livros Didáticos 2015, que apresenta os critérios para a seleção das coleções didáticas, os livros devem expor as relações entre as culturas hispanofalantes e a brasileira, o que, conforme constatamos, ocorre nos enunciados humorísticos. No entanto, a falta de enunciados mais específicos das culturas hispanofalantes de forma que o estudante tenha contato com outras esferas culturais é um ponto negativo nos livros analisados. Com isso, concluímos que a competência humorística ainda pode ser melhor adequada e aproveitada nas séries didáticas e observamos ganhos quando é desenvolvida concomitantemente com outras competências, pois promove o desenvolvimento da competência comunicativa como um todo. / This research begins with the premise that the developing of humor competence in foreign language teaching can enrich the communicative competence. Thus, our objective is to analyze how this process occurs in the teaching of Spanish as a foreign language in Brazilian students. Therefore, our theory will be based on Raskin (1985), who writes about humorous competence related to Grice’s thoughts (1975) about pragmatic principles. In addition, we have discussed what Hymes (1971) named as communicative competence, aside from knowledge and skills which compose it. In this regard, we will search theories that apply these thoughts in the teaching of foreign languages, for example, Canale and Swain (1980) and Bachman (1990). Departing from these theories, it is possible to realize the involvement of various knowledge and important skills to make an efficient interlocutor in his/her communicative situations. Consequently, it is necessary an action that goes beyond the emphasis in the structure (linguistic competence) and that increases the pragmatic principles in the teaching of foreign languages in order to approximate the learning context and the contexts of language usage. From all these precepts, an analysis of Spanish teaching textbooks (approved in 2015 by the Programa Nacional do Livro Didático) was made, in order to verify how humor is presented in these educational series and if this is an efficient way to develop the humorous competence and also the students’ communicative skills. That is, it is necessary to understand how the textbook presents humor and if this method enables the student of foreign languages to develop humorous competence. In the analisys, first of all, we conducted a survey regarding the presence of humor at which textual genre, stage and each typology taking (Raskin, 1985) as a theoretical basis. And we found a rather scarce variety of genres and typologies - mostly vignettes containing ethnical humor. We also noticed that humor must be used with caution and responsibility in the didactic series, since it has the power of repression. However, it can also be used as a correction for many sociocultural problems as it has happened in this work in one of the analyzed collections. However, in none of the collections there was an effective work that divided the development of humorous competence during a book, because the statements were only concentrated in a single stage of the process. At the same time, the qualitative analysis has brought quite relevant results, because despite the small variety of humorous statements, a work of exploration of the genres was done. Finally, according to the Guia de Livros Didáticos 2015 which presents the criteria for the selection of these didactic series, the books should present the links between the Spanish and Brazilian cultures, and this was made in the humoristic statements. However, the lack of more specific statements of Spanish-speaking cultures, relevant to the students to have more contact with other cultural spheres, is a negative aspect of such material. With that being said, we come to the conclusion that the humorous competence can still be better worked out and used in the didactic series and that nowadays, it already shows great gains when it is utilized concomitantly with other competences, because it promotes the development of the entire communicative competences.

O emprego da noção de competência seja na perspectiva do individuo ou na perspectiva organizacional, ainda é marcado por uma grande heterogeneidade no que se refere às definições, conceitos e classificações de competência, especialmente quando se trata de pensar competência na perspectiva organizacional. Uma das questões que parece estar no centro deste debate é que, apesar da aparente simplicidade do conceito de competência organizacional, sua utilização nas organizações tem sido considerada relativamente complexa, já que a aplicação deste conceito não aceitaria um tratamento homogêneo e unidimensional, condição que em geral acompanha a apropriação das práticas gerenciais mais difundidas entre as organizações. Visando contribuir com novas referências para este debate, este trabalho teve como objetivo identificar e analisar as evidências relacionadas à aplicação do conceito de competência organizacional em uma empresa industrial do setor automotivo. Para tanto, após a revisão teórica, foi estruturado um framework na tentativa de sistematizar diferentes percepções acerca do conceito de competência organizacional e sua relação com a lógica estratégia das empresas, uma vez que este conceito se desenvolve na dimensão estratégica das organizações. Utilizando este framework como direcionador da pesquisa realizou-se um estudo de caso na empresa Marcopolo S.A. Participaram da coleta de dados, através de entrevistas semi-estruturadas, dois diretores e dois gerentes, além de três fornecedores parceiros da empresa. Foram analisados, além das entrevistas, documentos da empresa disponíveis no site e outros fornecidos pela mesma, assim como informações obtidas em entidades do setor automobilístico e trabalhos acadêmicos realizados anteriormente na empresa. Como resultado encontrou-se evidencias de que o conceito de competência, na dimensão estratégica da organização, não está sendo aplicado na sua totalidade como descrito na literatura. Contudo, foram constatados vários pontos em comum entre o framework aqui proposto e a aplicação do conceito de competência na elaboração da lógica estratégica da Marcopolo S.A. / The use of the competence concept either on the individual perspective or on the organizational perspective is still characterized by great heterogeneity in regards to the definitions, concepts, and classifications of competence, especially when referring to thinking competence on the organizational perspective. One of the topics that seem to be the core of this discussion is that despite the apparent simplicity of the organizational competence concept, its use in the organizations has been considered relatively complex, since the application of this concept would not accept an homogeneous and unidimentional approach, condition that usually is associated with the appropriation of the most used management practices among organizations. Aiming at bringing new references to this discussion, this work was developed in order to identify and analyze the evidence related to the application of the organizational competence concept in one industrial company of the automotive sector. In order to do that, after the theoretical review, a framework was created to attempt to classify different views concerning the organizational competence concept and its relation to the company’s strategic logic, as this concept occurs at the strategic dimension of the organization. A case study was carried out at Marcopolo S.A company using this framework as the basis. Two directors, two managers, as well as three suppliers of the company have participated of the data collection through semi-structured interviews. The interviews, the documents provided by the company as well as documents available on their website, the information collected from the automotive sector, and some academic projects previously carried out in the company were analyzed. As a result, the evidence demonstrated that the concept of competence at the strategic dimension of the organization is not being applied in its totality as described in the literature. However, several similarities were verified between the proposed framework and the application of the concept of competence on the preparation of the Marcopolo S.A.’s strategic logic.

O presente estudo teve como objetivos: compreender como o estágio extracurricular em uma instituição hospitalar privada pode contribuir no processo de formação de competências dos enfermeiros tomando como parâmetro às competências previstas na Lei de Diretrizes e Bases (LDB) e as requeridas pelo Hospital Alemão Oswaldo Cruz (HAOC); identificar o perfil de enfermeiro requerido pelo HAOC, em relação ao conjunto de conhecimentos, habilidades e atitudes profissionais; avaliar o estágio extracurricular remunerado segundo a percepção dos alunos que vivenciaram esta experiência nesta instituição campo da pesquisa e problematizar as expectativas da diretora assistencial, dos enfermeiros gerentes e da enfermeira do Serviço de Educação Continuada do HAOC quanto ao perfil do enfermeiro para a instituição, frente à vivência do aluno estagiário visando subsidiar o redirecionamento dessa experiência para a consecução do perfil requerido. Utilizando metodologia qualitativa e referencial teórico sobre os conceitos e diferentes abordagens sobre competência, a formação profissional do enfermeiro no Brasil, os Rumos da Educação Mundial para o Século XXI (Relatório Delors,1998), o Estágio Extracurricular em Enfermagem e no HAOC, desenvolvemos a pesquisa entrevistando 8 estagiários extracurriculares (cursando o 4º ano de graduação) e 8 enfermeiros gestores do HAOC. Nos dados obtidos, analisados através da análise de conteúdo, aflora, de forma completa e total por parte de todos os entrevistados, as competências relacionais e atitudinais como prioritárias e fundamentais no perfil do enfermeiro para a instituição em que foi realizada a pesquisa. Comparando-se as competências gerais apontadas para o enfermeiro pela LDB e as expectativas dos gerentes e dos estagiários extracurriculares requeridas para o enfermeiro que atua no HAOC notou-se uma divergência: maior ênfase em competências técnicas requeridas pelas Diretrizes Curriculares contra uma maior ênfase em competências relacionais e atitudinais para o enfermeiro do HAOC. Os estagiários ingressam no programa de estágio extracurricular buscando aquisição de competências nos pilares do aprender a conhecer e aprender a fazer, e não só adquirem estas, mas atribuem maiores ganhos nas competências nos pilares do aprender a viver juntos e aprender a ser. A avaliação sistematizada do estágio extracurricular mostrou-se importante, pois revelou pontos essenciais do perfil do enfermeiro requerido pela instituição e permitiu problematizar as expectativas tanto dos enfermeiros quanto dos estagiários, cumprindo com os objetivos propostos / The present study it had as objective: to understand as the extracurricular period of training in a private hospital institution can contribute in the process of formation of abilities of the nurses taking as parameter to the abilities foreseen in the Law of Lines of direction and Bases (LDB) and the required ones for the German Hospital Oswaldo Cruz (HAOC); to identify the profile of nurse required for the HAOC, in relation to the set of professional knowledge, abilities and attitudes; according to to evaluate the extracurricular period of training remunerated perception of the pupils who had lived deeply this experience in this institution field of the research and to problematizar the expectations of the assistencial director, the controlling nurses and the nurse of the Service of Continued Education of the HAOC how much to the profile of the nurse for the institution, front to the experience of the probationary pupil aiming at to subsidize the redirecionamento of this experience for the achievement of the required profile. Using qualitative methodology and referencial theoretician on the concepts and different boardings on ability, the professional formation of the nurse in Brazil, the Routes of the World-wide Education for Century XXI (Report Delors, 1998), the Extracurricular Period of training in Nursing and the HAOC, we develop the research interviewing 8 extracurricular trainees (attending a course 4º year of graduation) and 8 managing nurses of the HAOC. In the gotten data, analyzed through the content analysis, it arises, of complete and total form on the part of all the interviewed ones, relationary and atitudinais the abilities as with priority and basic in the profile of the nurse for the institution where the research was carried through. Comparing the general jurisdictions pointed with respect to the nurse for the LDB and the expectations of the controlling and the required extracurricular trainees for the nurse who acts in the HAOC a divergence was noticed: bigger emphasis in abilities techniques required for the Curricular Lines of direction against a bigger emphasis in relationary and atitudinais abilities for the nurse of the HAOC. The trainees enter the program of extracurricular period of training searching acquisition of abilities in them pillars of learning to know and to learn to make, and they not only acquire these, but pillars of learning attribute to greaters profits in the abilities in them to live together and to learn to be. The systemize evaluation of the extracurricular period of training revealed important, therefore it disclosed essential points of the profile of the nurse required for the institution and allowed in such a way to problematizar the expectations of the nurses how much of the trainees, fulfilling with the considered objectives

Master of Science / Department of Diagnostic Medicine/Pathobiology / Natalia Cernicchiaro / Japanese encephalitis virus (JEV) is a virus of the Flavivirus genus that may result in encephalitis in vertebrate hosts. This vector-borne zoonosis occurs in Eastern and Southeastern Asia and an intentional or inadvertent introduction into the United States (US) would lead to important public health and economic consequences. The objective of this study was to gather, appraise, and synthesize primary research literature to identify and quantify vector and host competence for JEV, using a systematic review-metaanalysis (SR-MA) approach. After defining the research question, we performed a search in selected electronic databases. The title and abstract of the identified articles were screened for relevance using a defined set of exclusion and inclusion criteria, and relevant articles were subjected to a risk of bias assessment followed by data extraction. Random-effects subgroup meta-analysis models were fitted by species (mosquito or vertebrate host species) to estimate pooled summary measures as well as to compute the variance between studies. Meta-regression models were fitted to assess the association between different predictors and the outcomes of interest and to identify sources of heterogeneity among studies. Data were extracted from 171 peer-reviewed articles. Most studies were observational (59.06%) and reported vector competence (60.2%). The outcome measures reported pertained to transmission efficiency, host preference, and vector susceptibility to infection within vector competence; and susceptibility to infection within host competence. All outcome measures (JEV proportion of infection in vectors and hosts from observational studies; and JEV infection, dissemination, and transmission rates in vectors from experimental studies) had high heterogeneity. Mosquito species, diagnostic method, country, and capture method represented important sources of heterogeneity associated with the proportion of JEV infection in vectors; host species and region were considered sources of heterogeneity associated with the proportion of JEV infection in hosts; and diagnostic and mosquito capture methods were deemed important contributors of heterogeneity for the minimum infection rate (MIR) outcome. Mosquito species and administration route represented the main sources of heterogeneity associated with JEV infection rate in vectors. Quantitative estimates resulting from this SR-MA will be inputted into risk assessment models to evaluate risks associated with the introduction of JEV in the US.

The purpose of this study was to investigate the impact of the communication competence of supervisors upon an employee's job satisfaction. Results obtained supported the 5 hypotheses proposed. Findings indicated the importance of supervisory communication responsiveness in areas of listening, sensitivity, and expression of interest in subordinate's ideas and concerns in ensuring satisfaction with supervision received. Support was also generated for the value of an "open" communication climate where continual feedback and idea exchange interact to produce organizational identification. Significant relationships were found to exist between communication climate and dimensions of the JDI: satisfaction with supervisor, work satisfaction, pay satisfaction, satisfaction with promotion opportunities, satisfaction with coworkers. Finally, communication skills training for supervisors was recommended to animate organizational growth and development.

Social kompetens handlar bland annat om att samspela med andra, skaffa sig vänner och lösa konflikter, men också om att uppnå egna sociala mål. Social kompetens är en viktig faktor för hälsa och utveckling under barndomen men även för framgång inom olika livsområden senare i livet. Syftet med denna studie var därför att undersöka hur social kompetens uppfattas och främjas i förskolan, samt att göra en jämförelse mellan åren 2004 och 2017 gällande uppfattningar och metoder. Studien byggde på 20 intervjuer med förskollärare. Resultatet visade att social kompetens beskrevs inom ramen för tre begrepp: interaktion, konformitet och självhävdelse. Metoderna som användes var aktiv närvaro, inkluderande grupper, spegling samt strukturerade övningar. Resultatet indikerade att medvetenheten om social kompetens har ökat och arbetsmetoderna utvecklats sedan 2004. Studien bidrar till att skapa en bild av hur man arbetar i förskolan för att främja barns sociala kompetens, och inbjuder till liknande studier.

Sammanfattning Att ha rätt kompetens ses som viktigt för organisationers omvärldsanpassning och konkurrenskraft. Stora summor läggs på kompetensutveckling där personalutbildning är en sätt att sprida kunskap. Men många organisationer lyckas inte med att producera ihållande och heltäckande överföring av kunskap eftersom det kan uppstå problem i att överföra lärandet från utbildningsmiljön till att faktiskt använda nya kunskaper i arbetsmiljön. Detta benämns transferproblemet. Forskningen visar att transfer påverkas av faktorer som härrör individens förmåga och motivation, utbildningens utformning och relevans, arbetsklimatet, samt stöd från ledningen och kollegor. Ledningen bör ta hänsyn till forskningen för att skapa förutsättningar för utbildningsdeltagaren att tillämpa ny kompetens, men trots detta verkar det som att organisationer har svårt att identifiera vilka faktorer som är mest kritiska för transfer. I centrum för denna studie står ledningspersoners upplevelser av hur de arbetar med att stödja och ta tillvara anställdas kompetens i samband med personalutbildning. För att få en förståelse för ledningspersonernas upplevelse av att arbeta med transfer genomfördes åtta semistrukturerade intervjuer med fyra verksamhetschefer, tre arbetsledare och en HR-medarbetare i en tandvårdsorganisation som måste möta många förändringar och har ett omfattande utbildningsprogram. Det insamlade materialet har sedan tematiserats och analyserats mot tidigare forskning om transfer och med hjälp av ett organisationspedagogiskt perspektiv. Det framträdande i resultatet var att cheferna anpassade stöd och resurser för transfer både till utbildningen och till individen. Ett proaktivt arbetssätt användes främst för att anpassa insatser för transfer till utbildningen genom att det i vissa utbildningar ingick efter-utbildnings-insatser, en efter-utbildnings-aktivitet på kliniken, samt att planera för att individen ska komma igång med nya arbetsuppgifter. Ett reaktivt förhållningssätt var dock vanligare för att kunna göra de individuella anpassningarna av insatserna. Cheferna var också mer benägna att ge stöd och resurser för transfer i samband med yrkesutbildning än vid relationsinriktad utbildning. Något som också var framträdande var den kollektiva kompetensens betydelse. Det ansågs viktigt att arbetsteamet och ibland hela gruppen på arbetsplatsen behövde kunskap inom det aktuella området för att bidra till den kollektiva kompetensen att utföra en uppgift och för att kunna stötta en utbildningsdeltagare. Något som också var utmärkande var det kollegiala stödets betydelse både på arbetsplatsen och i organisationen, samt hur organisationen och cheferna aktivt arbetar med att skapa interaktionsutrymme mellan olika medlemmar i organisationen för stöd och kunskapsutbyte. / Abstract Having the right skills is considered important for organizations' adaption to changes and competitiveness. Large sums are being spent on skills development, where staff training is a way of spreading knowledge. However, many organizations fail to produce sustained and comprehensive transfer of knowledge, as problems may arise in transferring learning from the educational environment to actually using new skills in the work environment. This is called the transfer problem. Research shows that transfer is influenced by factors that derived from the individual's ability and motivation, the design and relevance of the staff training, work environment, and support from management and colleagues. Management should take into account the research to create the conditions for the training participant to apply new skills, but despite this, organizations seem to have difficulties identifying which factors are the most critical of transfer. At the heart of this study, management's experience is how they work to support and utilize employee skills in staff training. In order to gain understanding of executives' experience of working with transfer, eight semi- structured interviews were conducted with four business executives, three supervisors and a HR employee in a dental organization that has to face many changes and has a comprehensive education program. The collected material has since been thematized and analyzed against previous research on transfer, using an organizational pedagogical perspective. The prominent outcome was that the managers had adapted support and resources for transfer both to the education and to the individual. A proactive approach was used primarily to adapt efforts for transfer to education through the inclusion of post-education activities, post-training activities in the clinic, and planning for the individual to get started with new tasks. However, a reactive approach was more common in order to make individual adjustments of the efforts. The managers were also more likely to provide support and resources for transfers in vocational education than in relational education. Something that was also prominent was the importance of collective competence. It was considered important that the work team and sometimes the entire group at the workplace needed knowledge in the field in question to contribute to the collective competence to perform a task and to support a training participant. Something that was also significant was the importance of collegial support both in the workplace and in the organization, as well as how the organization and managers actively work to create interaction space between different members of the organization for support and knowledge sharing.

There is an ongoing shortage and high demand for basic and specialized nurses in health care sectors in Sweden. The sick leave among healthcare workers has been remarkably increasing since 2012. Number of sick leaves has been increased among health care workers including midwives and specialized nurses regardless to their level of education. Aim of the study is to learn more about competence, competence growth and how it has impact on nurse health at their working place.Qualitative semi-structured interview method is used in this study and snowball sampling method is used to select the study participants. Interview data of all participants are analyzed using thematize analysis method. Eight nurses took part in this study and seven of them are working in hospital and one participant is working in an elderly care home. Almost all of the participations reported that competence is one of the key requirements for health care workers. The participants reported that the competence and the competence growth in working place are associated with professional experience, resources, peer support, cooperation, personal characteristics, attitude of managers and colleagues towards skills development, work environment, training towards knowledge updating and specialization and short terms courses. The study results show that most of participations have stable sense of coherence (KASAM) and the ability to associate the works with coherence is high. Five of eight participations scored high in of sense of coherence and it’s three components: comprehensibility, manageability and meaningfulness. One participant scored high in comprehensibility, manageability and whereas low in meaningfulness. Two participants scored high in comprehensibility and meaningfulness whereas low in manageability. The components of sense of coherence are often associated with good health in many studies. However, further researches to assess the relationship between the variables sense of coherence and nurses competent are required and it can be helpful for health promotional works among heath care workers.

No description available.