Interdisciplinary, research-based teaching format for participatory technology development in nursing: a mixed methods study

Women and computing

BackgroundThere is a lack of studies on metaverse-based career mentoring for college students in both quantitative and qualitative research. This study aimed to examine the effect of metaverse-based career mentoring among nursing students and explore the experiences of mentors and mentees.MethodsThis study used a mixed methods design using both a survey for collecting quantitative data and focus group interviews for a qualitative one. A total of 8 mentors and 43 mentees participated in the metaverse-based career mentoring program. The program covered eight career fields and was delivered across eight sessions of 60 min each, over six days. Career decision-making self-efficacy among mentees and platform and program satisfaction were measured before and after the program. Afterwards, 7 mentors and 12 mentees participated in the focus group interviews to investigate their experience of participating in the metaverse-based career mentoring program. Quantitative data were analyzed using descriptive statistics, paired t-test, Wilcoxon signed-rank test, and Mann-Whitney U test. The qualitative data underwent thematic analysis.ResultsAfter the metaverse-based career mentoring program, mentees’ career decision-making self-efficacy increased significantly compared to the baseline level. From the mentor–mentee focus group interviews, three key themes were derived: (i) communicating frankly and openly, (ii) being satisfied with realistic communication and program functions, and (iii) expecting an even more optimized program.ConclusionsA metaverse-based career mentoring program for nursing students can have a positive effect on their career decision-making self-efficacy. In addition, in terms of education, it is helpful as a non-face-to-face medium and feeling a sense of reality, so it is expected that it will be beneficial in education by applying various contents in the future.

The article deals with the issue of the content of bachelor's degree programmes in translation at classical and applied universities in Germany. The issue of ensuring quality training of translators has become particularly relevant in recent years in the context of Ukraine's intensive movement towards integration into the European Union. It has been established that there are differences between the programmes of different universities in terms of the courses offered, the number of credits and the content of the modules. It has been determined that the structural division of bachelor's degree programmes in translation training is common, which includes three blocks: compulsory subjects, compulsory electives, and free choice subjects. The programmes under consideration have in common the following: studying a practical course in the chosen foreign language, translation, internships (including foreign ones); writing and defending a bachelor's thesis. The programmes of universities of applied sciences are more practice-oriented than those of classical universities. The Bachelor's degree programme in Translation at the University of Leipzig is aimed at providing students with theoretical and methodological knowledge and practical skills in translation and interpreting. The programme also provides for an introduction to the cultures of the countries whose languages are studied, as well as translation technologies. The bachelor's degree programme in Translation provides for a student's academic workload of 180 credits. The structure of the bachelor's degree programme in translation at Ruprecht-Karls-Universität Heidelberg is modular and consists of modules in translation and science, subject-specific and interdisciplinary additional qualifications, and a bachelor's thesis. The main part of the content of the University of Heidelberg's translation programme is aimed at developing competence in translating general and technical texts. The main part of the content of the translation programme at the University of Heidelberg is aimed at developing competence in translating texts of general and technical subjects. Students acquire the ability to apply their knowledge of the linguistic and cultural peculiarities of the languages they study; to translate in selected language pairs; and to justify their translation. At the same time, they learn to use appropriate auxiliary tools, including monolingual and multilingual reference books, specialised terminology databases, online dictionaries, CAT tools, localisation tools, and concordance software. This enables future translators to search for and process additional information on their own.There are two study options (A or B) within the Bachelor's degree programme in International Communication and Translation at the University of Hildesheim. By choosing option A, students study two foreign languages. Those who choose option B study one foreign language, and the rest of the credits are obtained through applied disciplines and modules from the compulsory elective block. In addition, the offer of disciplines is constantly expanding, mainly in the area of information technologies and intercultural communication. Translation programmes differ in their content, which is reflected in their titles: Translation, Translation Studies, International Communication and Translation, and Specialised Translation. Higher education institutions that offer bachelor's and master's degree programmes in translation have valuable years of experience in training these professionals. In addition, they are focused on meeting the needs and demands of employers, shaping the content of their programmes accordingly. Since the range of employment of domestic translators will be wider than it is today in the near future, it is worthwhile to use the experience gained in training them in Europe, particularly in the Federal Republic of Germany.

Occupational safety and health (OSH) professionals increasingly need interdisciplinary collaborative practice competencies to respond to complex worker safety, health, and well-being risks. Effective collaboration with non-OSH-trained professionals (e.g., health promotion, human resources) is critical for planning integrated interventions that address work and non-work risks, consistent with a "Total Worker Health" (TWH) approach. Interprofessional education (IPE) pedagogy offers skill-building for interdisciplinary collaboration, but little attention has been given to IPE in OSH education and training literature. The goal of this study was to assess OSH professionals' perceptions about IPE to guide application in postgraduate TWH education. The mixed-methods study involved 210 U.S. professionals in safety (31%), industrial hygiene (16%), occupational nursing (12%) and medicine (11%), and related disciplines (30%). Participants completed a 12-item Readiness for Interprofessional Education Scale (RIPLS) adapted for TWH. Nineteen survey-takers also participated in virtual focus groups to share opinions about IPE benefits, barriers, and desirable course features. Occupational safety and health professionals reported high overall readiness for IPE (RIPLS, 4.45 ± 0.47), endorsing IPE for interdisciplinary skill-building. Salient IPE motivators were learning new perspectives from diverse disciplines and industries; gaining new subject expertise; developing common ground across disciplines; and learning TWH best practices. Participants recommended case studies to practice interdisciplinary problem-solving through group work. Interprofessional education is a promising pedagogy for OSH continuing education to promote interdisciplinary collaboration skills needed for TWH practice in the workplace. Occupational safety and health educators need to build competency in IPE pedagogical theory and practice to ensure effective training design and evaluation.

Tuning Nursing Educational in an Italian academic context

PNS52 Attitude and LEVEL of TRUST of the Population to the New Role of a Nurse in the Republic of Kazakhstan

This study aimed to investigate the potential impact of the Target Management Card on patient safety in the emergency department. A mixed method design was developed, combining a one-group pretest-posttest design with a qualitative study. Target Management Cards were formulated for 32 emergency nurse practitioners and focus group interviews were conducted after the intervention. Wilcoxon's signed rank test was used to compare pre-test and post-test scores. The interview data were subject to content analysis. After developing the Target Management Card, there were significant improvements in safety behaviors (Z = 4.709, p < 0.01) and perception of patient safety (Z = 4.257, p < 0.01) among emergency nurse practitioners. The nurses in the focus group interviews agreed that the Target Management Card could improve patient safety by warning and supervising nursing work in the emergency department, promoting a positive change in nurses' attitudes and behaviors toward patient safety. Our study found that nurses and nursing managers jointly formulating Target Management Cards in emergency departments significantly enhances patient safety.

Purpose Telehealth is increasingly recognized as a transformative tool in healthcare delivery, particularly in low-resource settings. However, empirical evidence on its impact, especially in educational contexts within developing countries, remains limited. This study’s objective is to investigate the influence of telemedicine and telehealth education on healthcare outcomes from the perspective of postgraduate students in Nigeria's first-generation universities. Design/methodology/approach A mixed-methods design was employed, integrating quantitative survey data from 380 postgraduate students and qualitative insights from 38 Key Informant Interviews (KIIs). The Perceived Impact of Telemedicine Questionnaire (PITQ) assessed perceptions across three domains: healthcare outcomes, telemedicine usage, and telehealth education. Quantitative data were analyzed using descriptive statistics and logistic regression, while qualitative data underwent thematic analysis guided by the Consolidated Framework for Implementation Research (CFIR). Findings Participants reported generally high levels of perceived impact across all domains (mean scores: 2.85–2.93). Logistic regression indicated positive but statistically non-significant effects of both telemedicine (p = 0.071; OR = 1.76) and telehealth education (p = 0.118; OR = 1.54) on healthcare outcomes. Thematic analysis revealed strong support for digital health integration, alongside barriers such as infrastructure limitations and policy gaps. Research limitations/implications Several limitations affect the study's findings. This may reflect limited statistical power, possibly due to a small sample size or data collection constraints. Wide confidence intervals including the value of 1 (see Table 8) suggest the effects may lack robustness across contexts. The use of self-reported data introduces subjectivity, potentially affecting accuracy. Additionally, focusing on first-generation university students in a developing country limits generalizability. Future research should use larger, more diverse samples, include objective measures, and explore broader populations to better assess telehealth effectiveness. Practical implications Although statistical evidence of impact was inconclusive, both telemedicine and telehealth education show promise in enhancing healthcare access and professional preparedness. The findings underscore the need for expanded digital health infrastructure and curriculum integration to support Sustainable Development Goals (SDGs) on health and education in low-resource settings. Social implications Strengthening telehealth education within universities has important social implications for healthcare delivery and workforce preparedness. Incorporating practical, hands-on training and simulation-based learning can help bridge the gap between theoretical knowledge and real-world clinical practice. Improved telehealth literacy among future healthcare professionals could contribute to more equitable access to care, particularly in underserved and remote communities. Addressing technical limitations, internet connectivity challenges, and user training needs through collaborative efforts between academic institutions and healthcare providers may further enhance the societal acceptance and sustainability of telemedicine services. Originality/value This study adds value to the existing literature by examining telemedicine from an educational and outcome-oriented perspective, highlighting the relationship between telehealth training, user perceptions, and healthcare delivery effectiveness. Unlike prior studies that focus primarily on clinical implementation, this research emphasizes the role of structured telehealth education in shaping acceptance and utilization trends. The findings provide novel insights into the potential yet currently statistically limited impact of telemedicine, underscoring the need for system-level improvements in infrastructure, training, and interdisciplinary collaboration.

BackgroundThere is an increasing demand for universal, high-quality access to palliative care in Austria. To ensure this, the implementation of palliative care in the medical studies curriculum is essential. This is the first study to investigate the state of undergraduate palliative care education at Austrian medical schools.MethodsFor this mixed-methods study with concurrent embedded design, expert interviews and online surveys were conducted between March and August 2022. The interviews were subjected to a thematic analysis according to Braun and Clarke, while the questionnaires were analysed descriptively-statistically. For the final integration, the results of both methods for each topic are presented and discussed complementarily. Both the primary qualitative and supportive quantitative data were collected to combine the advantages of the in-depth nature of the qualitative data and the consistent structure of the quantitative data to provide a more precise representation of the state of teaching.ResultsTwenty-two persons participated in the study, of whom twenty-one participated in the interview and eight in the questionnaire. The participants were experts in palliative care teaching at Austrian medical schools. Currently, palliative care is taught at seven out of the eight universities. Large differences were found in the number of hours, organisation, teaching formats, and interprofessional education. At present, three universities have a chair for palliative care and at least five universities have access to a palliative care unit.ConclusionUndergraduate palliative care education in Austria is very heterogeneous and does not meet the minimum standards suggested by the European Association for Palliative Care (EAPC) curriculum recommendations. However, several universities are planning measures to expand palliative care teaching, such as the introduction of mandatory teaching or the establishment of new teaching formats. Better coordination and networking within and between universities would be beneficial for the expansion and quality of teaching.

Participatory research is one pathway for advancing the agenda of autistic advocates; however, little is known about the attitudes and values of autism researchers toward participatory research. This is a participatory research mixed-methods study of 215 survey respondents and 21 interviewees, all corresponding authors of published autism research papers. Our aim was to identify attitudes and practices about participatory research with autistic and non-autistic community partners. We found relatively low rates of various participatory strategies, moderate rates of barriers to participatory research, and moderate endorsement of the importance of participatory research. The interviews elucidated participatory research's best practices, complexity of barriers, and transformative power to positively impact autism research. Interviewees discussed the connection between participatory research and decisions about language. The survey responses indicated that 30% of autism researchers never used identity-first language. An emergent theme from the interviews explored the unique contribution of insider research-research in which an autistic person brings their expertise derived from lived experience and formal research training. This research provides descriptions of the current state of participatory autism research and guidance for its utilization.Lay AbstractParticipatory research is a way for autistic advocates, other community advocates, and researchers to work together for the benefit of the autistic community. Participatory research is when community members are partners throughout the research process, for example, selecting research questions, determining research methods, and interpreting results. However, little is known about autism researchers' attitudes and values about participatory research. This research describes the participatory research strategies autism researchers use, researchers' attitudes toward participatory research, and researchers' insights into best practices in participatory research. We looked at participatory autism research involving autistic people and non-autistic people who are connected to the autistic community, such as parents and teachers of autistic people. We surveyed 215 autism researchers to find out how much autism research is participatory, how important autism researchers think participatory research is, and what barriers get in the way of doing participatory autism research. On average, researchers who responded to the survey reported relatively low rates of participatory research, medium rates of barriers to participatory research, and medium agreement on the value of participatory research. The survey also asked what language they use regarding autism; a significant proportion of researchers in the study reported never using identity-first language (e.g., autistic person, as opposed to person-first language; person with autism). We also interviewed 21 of the researchers who responded to the survey. The interviews covered topics such as possible strategies to increase participatory research, examples of barriers to participatory research, and the interviewees' views on the importance of participatory research. Interviewees also discussed the connection between participatory research and decisions about language regarding autism. Several interviewees talked about the unique contributions of autistic academics, who have both lived experience as autistic people and formal research training.

Background: Rural communities have historically been difficult to study compared to their urban counterparts and are underrepresented in research. There are several potential barriers to reaching rural populations; however, there remains a knowledge gap regarding participation in health research by rural people. To drive meaningful, lasting change in rural communities through research, investigators sought to understand the facilitators and barriers to conducting research among rural populations. We conducted focus group interviews to elucidate the viewpoints of the Community Advisory Board (CAB) members in Oktibbeha and Panola Counties. Objective: The purpose of this study was to identify barriers and facilitators to participation in research in Oktibbeha and Panola Counties in the Risk Underlying Rural Area Longitudinal (RURAL) Study. Method: Data were collected via focus group interviews of eight men and women with diverse economic and educational backgrounds to represent the demographics of each county best. Each interview was recorded using digital recorders and then transcribed . A thematic analysis of the data was developed from each of the transcripts, then analyzed and interpreted by three qualitative researchers. Results: Focus Group Participants (FGPs) identified the strengths of their counties that make it easy to participate in research as; progressive thinking and diversity, close-knit communities where people know each other so that the word gets out, and “where trust is key.” Barriers to participation in research were identified as limited prior exposure to research, distrust of the process, fear that data may paint their community in a negative light, and fear that the government will take something away from them as a consequence of participation in research. Reaching the target number of participants for each county is achievable according to FGPs and would mean the groundwork they have laid has been effective. Approaches for getting the word out to people in Panola and Oktibbeha Counties about the RURAL Study included use of radio and TV, social media, word-of-mouth, door-to-door, community events, churches, paper media, going into the community, community outreach, and communicating the benefits of the research. Conclusion: Investigators concluded that reaching the target number of participants for each county is meaningful to the CABs, and it is highly likely that the recruitment target will be achieved.

BackgroundChiropractic patients are generally satisfied with the care received. It is unclear if this also applies to Danish patients with lumbar radiculopathy included in a standardised chiropractic care package (SCCP). This study aimed to investigate patient satisfaction and explore perspectives on the SCCP for lumbar radiculopathy.MethodsAn explanatory sequential mixed methods design with three separate phases was used. Phase one was a quantitative analysis based on a survey in a prospective cohort of patients with lumbar radiculopathy in an SCCP from 2018 to 2020. Patients rated their satisfaction with the examination, information, treatment effect, and overall management of their problem on a 0–10 scale. In phase two, six semi-structured interviews conducted in 2021 were used to gain further explanatory insights into the findings from phase one. Data were analysed using systematic text condensation. In phase three, the quantitative and qualitative data were merged in a narrative joint display to obtain a deeper understanding of the overall results.ResultsOf 303 eligible patients, 238 responded to the survey. Of these, 80–90% were very satisfied (≥ 8) when asked about the examination, information, and overall management, whereas 50% were very satisfied with the treatment effect. The qualitative analysis led to the emergence of four themes: ‘Understanding the standardised care packages’, ‘Expectations regarding consultation and treatment effect’, ‘Information about diagnosis and prognosis’, and ‘Interdisciplinary collaboration’. The joint display analysis showed that high patient satisfaction with the examination could be explained by the patients’ feeling of being carefully and thoroughly examined by the chiropractor and by referrals to MRI. Advice and information given to patients on variations in symptoms and the expected prognosis were considered reassuring. Satisfaction with the chiropractor’s coordination of care and with referral to other healthcare professionals was explained by the patients’ positive experiences of coordinated care and their sense of alleviated responsibility.ConclusionOverall, patients were satisfied with the SCCP for lumbar radiculopathy. From a patient’s perspective, the consultation should include a thorough examination and a focus on communication and information relating to symptoms and prognosis, while expectations regarding the content and efficacy of the treatment should be addressed and aligned.

Alan Graham MacDiarmid, who made important contributions to physics and chemistry, died in his home in Philadelphia on 7 February 2007. Despite being in poor health, he was about to depart on a long and arduous trip to New Zealand, his homeland, to see family and to visit the MacDiarmid Institute for Advanced Materials and Nanotechnology, the scientific organization created in his name. Weakened by myeloplastic syndrome, a leukemia-like disease, Alan fell down a flight of stairs just moments before the planned departure.Born in Masterton, New Zealand, on 14 April 1927, Alan worked part-time and attended classes at Victoria University College, where he received his bachelor's and master's degrees in chemistry. He earned two PhDs in inorganic chemistry, one at the University of Wisconsin in 1953 and the second at Cambridge University in England in 1955. After a brief appointment at the University of St. Andrews in Scotland, he became a chemistry professor at the University of Pennsylvania.Alan, Hideki Shirakawa, and I were awarded the Nobel Prize in Chemistry in 2000 for the discovery of conducting polymers. Three earlier Nobel Prizes in Chemistry had been presented for discoveries in polymer science: to Hermann Staudinger in 1953, to Karl Zeigler and Giulio Natta in 1963, and to Paul Flory in 1974. Their discoveries are associated with three generations of polymers: natural ones, such as leather, spider webs, and silk, that have been used by our ancestors for thousands of years; synthetic fibers; and the structural plastics that are so important in our society today.None of the first three generations, however, is interesting in relation to electronic materials. They are insulators. The materials that Alan, Shirakawa, and I discovered in the late 1970s brought electronic function into the area of polymer science. Conducting polymers are the fourth generation of polymeric materials; they are electronically active and have the properties of semiconductors and metals.Now, three decades later, our discovery is well known and often used as a highly successful example of the importance of interdisciplinary research. When we started this work, however, the basic concepts that define semiconducting and metallic polymers were not understood. Alan and I had previously worked on poly(sulfur-nitride), a metallic polymer. In 1976 the creation of this truly interdisciplinary collaboration between an inorganic chemist (Alan), a physicist (me), and a polymer scientist (Shirakawa) was bold and risky.Alan was well aware of the risks. Before moving from inorganic chemistry into conducting polymers, he had a successful career that focused on the chemistry of silicon. But new directions in interdisciplinary science are where great discoveries can be found. Alan understood that opportunity, and he embraced our effort with enthusiasm, vigor, and dedication.I remember many stories, often told, of those exciting early days. Alan pushed hard. His graduate students would come to me not infrequently and complain of having been subject to a “Big Mac attack”; Alan would have an idea and would not be patient in seeing that idea become experimental fact. On one occasion, he and I were having lunch at a cafe on the University of Pennsylvania campus. I complained that although we had spectacular results on doping polyacetylene with various acceptors, the changes in electrical conductivity—by factors exceeding 109—occurred on a time scale that was too short to enable a detailed study of the insulator-to-metal transition. By the time we had finished lunch, Alan had suggested using electrochemistry to control the doping, that is, using the electrode in an electrochemical cell to oxidize or reduce the semiconducting polymer. We had it all sketched out on a napkin and hurried back to the lab for a Big Mac attack. Later that same day, Paul Nigrey, then a student in Alan's lab, provided the data that confirmed the success of that approach.Courageous as a scientist, Alan was willing to move into an entirely new area, to learn new ideas, and even to learn a little physics. We made a habit of getting together on Saturday mornings, sometimes to work on a manuscript, sometimes to just discuss science and to learn from one another. On one such occasion, I decided to teach him the basic physics of the metal–insulator transition. I went to the blackboard, drew a chain of H–H–H–H–H, and said, “Let's consider a chain of hydrogen atoms.” My motive was good, for a chain of hydrogen atoms can be used as a model to explain the essential physics. Alan responded with a characteristically blunt phrase: “No!” he said. “A chain of hydrogen atoms does not exist.” Fortunately, we met again a week later and actually discussed and understood, together, the physics of the metal–insulator transition in terms of a chain of C–H units, the fundamental repeating unit of polyacetylene.Alan was courageous in many ways. The six years following the Nobel Prize conferment were difficult. He fell and broke a foot, causing him to need a cane for walking; he battled skin cancer and associated surgery; he fell again and broke his hip, which had to be replaced; and he lived for more than three years with the myeloplastic syndrome that required him to get blood transfusions every few weeks. Throughout these difficult times, he “raged against the dying of the light,” to paraphrase the poetry of Dylan Thomas; he traveled incessantly, he continued to do science with laboratories and ongoing projects at Penn and the University of Texas at Dallas, and he exerted his leadership in two institutes named in his honor, the one in New Zealand and another in China.Alan was famous for his rendition of a Maori war dance. As he told the story, he and his sports teammates performed this fierce dance with associated shouting in the Maori language to frighten opponents. And he delighted in performing it at conference banquets. I will always remember his performance in the wee hours after the Nobel award ceremony and the banquet and ball. We had all moved to a new venue where the university students put on a show, full of fun and spiced with sarcasm. At just the right moment, Alan got up, walked onstage, and did his Maori war dance, as shown in the accompanying photo.Alan MacDiarmid had a full life in every respect. Those of us who knew him well will truly miss him.Alan Graham MacDiarmidPPT|High resolution© 2007 American Institute of Physics.

Self-image and career orientations determine the formation and development of the future teacher as part of career advancement and professional socialization. During university studies there is a formation and development of career orientations, as well as a change of self-perception in future teachers. By understanding the prospects for career advancement and comparing them with educational opportunities and abilities, the future teacher can successfully direct self-development at achieving career goals. The effectiveness of career planning of a teacher depends largely on his/her self-confidence and ideas about career orientations, his/her satisfaction with professional activity, the consistency of professional and personal development. Aim. The purpose of the article is to identify the relationship between self-image and career orientations of future teachers. Materials and methods. The study involved 162 students of the South Ural State Humanitarian and Pedagogical University aged from 17 to 24 years. The study was based on two methods: “Career Anchors” (E. Shane), which determine the career orientations of a person; life-orientation (D.A. Leontiev), allowing to assess the degree of conviction of the subject in the ability to control his/her own life. To determine the relationship between the two variables, the Pearson correlation coefficient was used with SPSS Statistics v. 22. Results: an empirical study conducted on a sample of future teachers (n = 162) showed that there were significant correlations between self-perception and career orientations. Dependencies between two career orientations (“service”, “challenge”) with self-image (“The master of life”, “I control my life”), characterized by the ability to influence the life of the teacher, were revealed. The dominant (“work stability”, “service” and “integration of lifestyles”) and weakly expressed (“residence stability”) career orientations of future teachers were determined. It is shown that future teachers expressed a desire to shape themselves as a specialist, to transfer their experience and knowledge to their students, to embody their universal human, spiritual and moral values and ideas in their work. Students were convinced that they would be able to make the right decisions and cope with any professional difficulties. Conclusion. The results allow us to conclude that there are significant correlations between self-perceptions and career orientations in future teachers. Self-image largely determines the goals and values of the future teacher in the field of educational activities. Self-perception determines the semantic side of career orientations, while the degree of understanding of the leading career orientations affects the personal and professional development of students during training, as well as their ideas about themselves. By receiving education, future teachers strive for self-development and self-realization in the framework of "horizontal career" and clearly demonstrate their willingness to serve people and society, which confirms the need to support and develop the autopsychological competence of future teachers.

Home care physical therapists (PTs) are inconsistent regarding cognitive screening, possibly because screening tools were traditionally considered the domain of other home care disciplines, or because therapists perceive their dementia training to be inadequate. A cross sectional study was designed to survey home care therapists' attitudes and beliefs about the management of persons with dementia and to find out whether any specific cognitive tools or measures are currently used. A 5-point Likert-type survey was administered to home care PTs via an online survey. Three state home care associations and individual home care agencies agreed to share the survey link. The survey was also made available to American Physical Therapy Association members through the Home Health and Geriatric Section listservs. Two hundred fifty-one PTs opened the survey and 233 completed the survey. Respondents included 180 females and 53 males. Seventy-four had a bachelor's degree (BS), 53 held a master's degree (MS), 104 had achieved a doctor of physical therapy (DPT) or doctor of philosophy (PhD) degree, and 2 did not provide this information. Significant differences were found between those with the highest doctoral degrees and those with master's or bachelor's degrees (P = .01) regarding whether they were qualified to screen (strongly agree, agree) for cognitive deficits. Therapists with the highest degrees also attended continuing education for dementia training more than those with less formal education (P = .042.) Gender differences were found in 2 questions regarding positive outcomes (P = .010 and .42); for both questions, males were more likely to believe that dementia has a negative impact. Eighty-seven percent indicated that PTs are qualified (strongly agree, agree), but only 53% said that they possess the necessary skills (strongly agree, agree) to perform cognitive screens. Specialty certification revealed significant differences in several of the questions. No significance was found for any question regarding years of practice or years in home care. The Mini-Mental State Examination and the Clock Drawing Test were most frequently cited among PTs who conduct cognitive screening. Physical therapists recognize that they are qualified to perform cognitive screening but may need additional training to utilize cognitive findings to enhance interventions and outcomes in home care. More research is needed to determine which screens are most relevant for therapist use and to examine the effect of cognitive screening on therapy outcomes.