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• Frailty has become one of the hidden problems among Indonesian older adults. • 26.8 % of Indonesian older adult experience frailty, while 55.5 % of them are in the pre-frailty phase. • Tilburg Frailty Indicator-Indonesian version is a multidimensional frailty assessment which demonstrated good results in validity and reliability test to evaluate frailty status in Indonesian older adults. • The Tilburg Frailty Indicator-Indonesian version is a straightforward tool that can provide a multidomain perspective and help healthcare professionals to determine appropriate interventions for older adults. The aim of this study was to develop and examine the psychometric properties of the Tilburg Frailty Indicator-Indonesian version (TFI-I). 308 community-dwelling older adults aged ≥60 years participated. The TFI-I exhibited favorable internal consistency (Cronbach's alpha = 0.775) and test–retest reliability (intraclass correlation coefficient = 0.94). The physical, psychological, and social domains of the TFI-I correlated closely with the similar constructs of other scales, including the Short Physical Performance Battery (P <.001), Fried Frailty Phenotype (P < 0.001), Geriatric Depression Scale (P <.001), and the World Health Organization Quality of Life scale (P = 0.041), indicating its favorable construct validity. Significant differences were identified between the robust and frailty groups on the Barthel Index (P =.001) and Lawton Instrumental Activity of Daily Living Scale (P <.001). Overall, the TFI-I is valid and reliable when used to evaluate frailty status in clinical and research settings. [ABSTRACT FROM AUTHOR]

Limited knowledge exists about how the socialization of vocationally trained registered nurses both at school and during internships in the community of practice influences their perception of, and working relationship with certified nursing assistants. This paper studies, first, how registered nurse students internalize the perceptions and discourses about certified nursing assistants conveyed by teachers, mentors and other students during their socialization at school and in the community of practice. Second, it examines how this socialization forms student's perception of, and actual working relationship with certified nursing assistants. Qualitative descriptive and exploratory study using an interpretative framework. Individual in-depth interviews were conducted with 15 registered nurse students that were in their third or fourth year of training. The findings reveal that at school the division of tasks and working relationship between registered nurse students and certified nursing assistants was very rarely discussed explicitly. However, teachers and students implicitly and explicitly conveyed that certified nursing assistants have lower status, describing the latter's role as inferior and as assisting to the role of registered nurses. During internships in the community of practice, some students initially adjust this perception when directly working with certified nursing assistants, who generally are their mentor in the first years of training, consider certified nursing assistants as equal and highlight the interdependence of the two occupational groups. Yet, further in their training, registered nurse students start to relate more to graduated registered nurses and reproduce the dominant perception and discourse that certified nursing assistants are inferior and supposed to support registered nurses, thereby perpetuating pervasive status differences and inequality. Findings will assist nurse educators both in training centers and in the community of practice to understand how education can be used to end pervasive status differences and foster mutual respect and equity between different designations in nursing. [ABSTRACT FROM AUTHOR]