TALK KEYWORD INDEX
This page contains an index consisting of author-provided keywords.
| 4 | |
| 4IR | |
| A | |
| Access to healthcare | |
| Access to social services | |
| accessibility | |
| Action research | |
| Acute myocardial infarction | |
| Adverse events | |
| African women | |
| Alpha dream work | |
| Alternative journalism | |
| Angioplasty | |
| Application of ICT in learning | |
| Art-based methodologies | |
| Art-based research | |
| ATLAS.ti | |
| Auditor General | |
| Autism Spectrum Disorder | |
| B | |
| Basic Education | |
| Basic Health Unit | |
| behaviour change | |
| Bibliometric analysis | |
| Bill of Law | |
| Bounded Rationality | |
| Brazilian Executive Power | |
| Bricolage | |
| Bricoleuric | |
| C | |
| Capabilities | |
| CAQDAS | |
| Case study | |
| Cervical cancer prevention | |
| Cervical intraepithelial neoplasia | |
| Change management | |
| Chronic kidney disease | |
| chronically ill | |
| Clinical Reasoning | |
| Codification | |
| Cognitive complexity | |
| Collaborative Steering Committees | |
| commitment | |
| Common law | |
| Communication | |
| community assets | |
| Community Health Indicators | |
| Comorbidities | |
| Companies Act | |
| competencies | |
| Competition | |
| Complementary and integrative practices | |
| Complex Thinking | |
| Comprehensive Health Care | |
| Content analysis | |
| Continuing Education | |
| Continuity of care | |
| Cooperative learning | |
| Coping | |
| Coronavirus | |
| Corporate governance | |
| Costa Rica | |
| Counselling | |
| counter-narratives | |
| COVID-19 | |
| Covid-19 pandemic | |
| criança | |
| critical discourse analysis | |
| Critical Race Theory | |
| Curriculum | |
| D | |
| Daily life | |
| Dental Staff | |
| Diabetes self-management education | |
| Diagnostic | |
| Diagramming | |
| dialogic theory | |
| Digital Divide | |
| Digital Inclusion | |
| directed content analysis | |
| Director’s duties | |
| Disability | |
| discourse analysis | |
| Distance education | |
| drawings | |
| E | |
| Early childhood development | |
| Economic Activity | |
| Education Higher | |
| Education transformation | |
| educational assistive technology (EAT) | |
| Educational outcomes | |
| Educational Psychology | |
| educação médica | |
| efficacy | |
| Elderly | |
| electronic data analysis | |
| Emergency numbers | |
| Emotional regulation | |
| Empowerment | |
| English as Medium of Instruction | |
| English teaching | |
| episodic master narrative | |
| Ethnography | |
| Evaluator's Role | |
| Evidence-Based Practice | |
| Experiential detail | |
| experts | |
| F | |
| fake news | |
| Family post-caregiver | |
| Feminism | |
| Feminist Methodology | |
| Fiction | |
| Financial Management | |
| Focus Groups | |
| Food Studies | |
| foundational master narrative | |
| Framework | |
| Free Association Narrative Interview (FANI) | |
| Functionality | |
| Future | |
| G | |
| Gauteng Department of Education | |
| Gender and Intersectionality | |
| gender minority adolescents | |
| Gerontechnological innovation | |
| Global Health Research | |
| Glocalisation | |
| Government Communication | |
| group discussion | |
| guidelines | |
| H | |
| Health Care Workers | |
| health crisis | |
| Health Management | |
| health tourism | |
| Heart failure | |
| Heidegger | |
| Heideggerian phenomenology | |
| Hermeneutic phenomenology | |
| Hesitação vacinal | |
| Higher Education | |
| Historically Disadvantaged Individuals | |
| Home Education | |
| Homeless Persons | |
| Homeschooling | |
| Hospital | |
| hospitality | |
| Hospitalization | |
| Housing | |
| Human papillomavirus | |
| Human resource practices | |
| Human Resources | |
| Humanities | |
| Humanization | |
| Hybrid Model | |
| I | |
| ICT | |
| ICT Integration | |
| Identity | |
| idiography | |
| Inclusion | |
| Information Communication Technology | |
| Initial teacher training | |
| Instil | |
| Integrating text mining and qualitative analysis | |
| Integrative Literature Review | |
| Intensive care unit | |
| Internationalization | |
| Internet Fraud | |
| interpretative phenomenological analysis | |
| interpretative phenomenological analysis (IPA) | |
| interpretive phenomenological research | |
| Interprofessional Relations | |
| interviews | |
| Investment Appraisal | |
| IRAMUTEQ | |
| K | |
| K12 program | |
| Knowledge | |
| L | |
| labour market | |
| Land ownership | |
| Large textual data sets | |
| Leadership | |
| Leadership Capabilities | |
| Leadership Development | |
| Leading Skills | |
| Learning | |
| Learning problems | |
| Learning process | |
| Lesotho | |
| LGBTQ+ | |
| Literature Review | |
| Lived experience | |
| lockdown | |
| M | |
| Management | |
| Mapping | |
| marketing | |
| Medical education | |
| Medical School | |
| mental health | |
| methodology | |
| Middle Management Women | |
| Middle Managers | |
| midias sociais | |
| Mixed intra-paradigm qualitative research design | |
| Mixed Methods | |
| Mixed methods. | |
| Mobile Phone | |
| Model Development | |
| Monetization | |
| Multilingual society | |
| Music Education | |
| N | |
| narrative resistance | |
| Negative capability | |
| Negative impact | |
| Network-Based participatory Evaluation | |
| Nuclear concepts | |
| nurse educators | |
| Nurses | |
| Nursing | |
| Nursing care | |
| Nursing Education | |
| Nursing interventions | |
| Nursing program | |
| Nursing Students | |
| NVivo | |
| O | |
| Older adults | |
| Online Learning | |
| online qualitative data | |
| Operational Efficiency Petroleum | |
| Organizational Climate | |
| OTT | |
| outcomes-based education | |
| P | |
| Pain | |
| pandemic | |
| Participant anonymity | |
| participants' voice | |
| Participatory action research | |
| Participatory Evaluation | |
| Pathfinder Associative Networks | |
| Patient Assistance Team | |
| Patient Safety | |
| patient-healthcare professional relationship | |
| Pedagogical value | |
| pediatria | |
| Performance | |
| phenomenological inquiry | |
| phenomenological research methods | |
| Phenomenology | |
| Photovoice | |
| Physical health | |
| Place attachment | |
| positionality | |
| Positive psychology | |
| Postanesthesia Nursing | |
| Postoperative Care | |
| Poststructuralism | |
| Practice Guidelines as Topic | |
| Pregnant | |
| Prescriptive | |
| Primary Health Care | |
| primary school education | |
| Primary school teachers | |
| Problem Based Learning | |
| Professional Competence | |
| professional development | |
| Professional Master | |
| Psychological adaptation | |
| psychology | |
| Psychosocial impacts | |
| Public entities | |
| public health | |
| Public Procurement | |
| Public-Private Partnerships | |
| Q | |
| Q-sorting | |
| Qualitative analysis | |
| Qualitative and Quantitative data | |
| qualitative content analysis | |
| Qualitative data data analyses | |
| Qualitative health research | |
| Qualitative Methodology | |
| qualitative representation | |
| Qualitative Research | |
| Qualitative reserch | |
| Quality | |
| quality of life | |
| Quarantine | |
| Queer Theory | |
| R | |
| Radiodiagnosis | |
| Reflection | |
| Reflexivity and Situatedness | |
| Regulation | |
| Rehabilitation Nurse | |
| Reporters Sans Frontières | |
| Research | |
| Research in psychoanalysis | |
| Researcher process | |
| Restorying | |
| Review | |
| rights discrimination | |
| S | |
| School Management Teams | |
| Schools for Health Professionals | |
| Scientific Mapping | |
| Scoping Review | |
| Security risk management (SRM) | |
| Selected fact | |
| self-efficacy | |
| self-management | |
| self-perception | |
| Self-Regulated Learning | |
| Semi-supervised topic modeling | |
| Service Delivery | |
| Social determinants of health | |
| Social inequalities | |
| Social Legitimacy | |
| Social Network Analysis | |
| Social perceptions of health | |
| social policy | |
| social research experiences | |
| Sociograms | |
| Software Engineering | |
| South African Police Service | |
| Storytelling | |
| Strategies | |
| Strategy | |
| Student Nurses | |
| Student-Centered Learning | |
| Students | |
| Students Nursing | |
| support networks | |
| supports | |
| sustainability | |
| Sustainable Future | |
| SWOT analysis | |
| systematic visuo-textual analysis | |
| T | |
| teachers | |
| Teachers' collegial discussions | |
| Teachers' communities of learning | |
| Teaching and Learning | |
| Teaching Hospitals | |
| teaching methodologies | |
| Techno-social environments | |
| Telecommuting | |
| textual analysis | |
| Textual data | |
| Thematic analysis | |
| theoretical domains framework | |
| Therapeutic | |
| thermalism | |
| training | |
| Transformation | |
| Transition | |
| Transitional care | |
| transitional experience | |
| Transparency | |
| trust | |
| U | |
| UAE Happiness Ministry | |
| Uncertainty | |
| undergraduate students | |
| Universal Design for Learning (UDL) | |
| University | |
| V | |
| Value-significance | |
| Video Analysis | |
| virtual environments | |
| virtual ethnography | |
| visual methods | |
| Visual outputs | |
| Visual techniques | |
| Visualizing conversation data | |
| W | |
| webQDA | |
| Women | |
| women with disabilities | |
| Women´s health | |
| Work Changes | |
| Working Capital | |