The world is ageing, families are changing, and a new view of society is needed. Since nursing students will be the health professionals caring for older adults, working with nursing students from an early stage is critical. With this study, we intend to assess ageism levels among nursing students and analyse students’ views on ageing, improving nursing education and care for older adults, and promoting well-being in society. An exploratory mixed-methods study with first-year nursing degree students was conducted. Two instruments were used: the Fraboni Scale of Ageism and a sociodemographic questionnaire with an open question: what does ageing mean to you? Sixty-four students participated in the study. A mean total ageism score of 80.05 (SD = 12.23) was found, indicating a positive attitude towards older adults. In this study, no statistically significant relationship was found between the total score of ageism and the variables age, gender, and contact with older adults. Two visions emerged regarding the “meaning of ageing”: the subcategory “positive view”: experience and knowledge; psychological and social growth; skills development; and good feelings/emotions. The following subcategories emerged from the subcategory “negative view”: finitude; disabilities; physiological decline; and bad feelings/emotions. The results achieved allow for a more effective educational response, integrating personalised and innovative strategies in the training of nursing students. However, it is crucial to develop more studies about the educational strategies that promote a more positive view of ageing among nursing students, which may influence the way older adults are cared for in society.

The organized integration of research competencies into nursing curricula is still a global challenge and is key for preparing professionals to respond to complex clinical contexts, technological advancements, and contemporary societal demands. At the School of Health of the Polytechnic Institute of Setúbal, a longitudinal research axis was implemented across the four years of the undergraduate nursing program, involving epistemological foundations, the research process, evidence-based practice, and applied practice. Objective: The objective of this study was to describe the design and implementation of the longitudinal axis of research, analyzing institutional indicators of academic success and the progressive development of students’ scientific competencies. Methods: A descriptive documentary study based on institutional data analysis (the number of enrolled students, pass rates, and mean grades in the four research-related curricular units) was conducted, complemented by a review of pedagogical materials produced (two published course booklets: “Research I—From the origin to the dissemination of knowledge” and “Research II—(De)Constructing the Research Process: A Critical and Practical Analysis”) and evidence of scientific dissemination (conference presentations and published articles). Results: A continuous progression in academic performance was observed across the research curricular units, accompanied by increased complexity of student work and enhanced scientific literacy. The sequential structure proved essential: the articulation of epistemology, methodology, critical appraisal, and scientific production demonstrated strong coherence and pedagogical efficiency. Conclusions: The longitudinal research axis constitutes a curricular innovation that strengthens essential scientific competencies in undergraduate nursing education. Longitudinal models that reflect both conceptual and practical progression can significantly contribute to the development of nurses who are critical thinkers, reflective practitioners, and capable of integrating evidence into clinical decision-making.

The concern with the training models stems from our activity as teachers and researchers, recognizing the scenario of aging of the population, the need for policies and social and health responses, as well as the high relevance of training professionals to provide care for people in their homes and in the community. Thus, the authors organize the framework into topics that allow them to understand what underlies analysis and, of course, the proposals made at the end of the chapter. After presenting the national framework and a scooping review about what training models exist for professionals who provide care for the elderly at home, the authors discuss the findings and the lack of training models for professionals has become clear. So, supported by findings, they propose a training model, focusing in professional caregivers for elderly at home, and explore some trends related to technology support in the main objective of caring for and keeping the elderly persons in their homes, a kind of “caring-in-place” in a philosophy of aging-in-place.

A saúde é determinada por um conjunto multifacetado de fatores, nem sempre fáceis de selecionar e analisar, mas cujo estudo é essencial para a adoção de respostas adequadas, duradouras e promotoras de comunidades mais justas e saudáveis. O presente artigo visa estudar os determinantes sociais de saúde na Área Metropolitana de Lisboa (AML), especificamente: pobreza/privação material; habitação; acesso à saúde; trabalho; e educação. A pesquisa e análise documental focada nos determinantes em estudo foi suportada por diferentes fontes oficiais nacionais e regionais. O estudo dos determinantes na AML evidenciou tendências positivas e negativas. É a região do país com menor risco de pobreza/privação material; tem os trabalhadores mais qualificados e apresenta os níveis de escolaridade mais altos. Em contraposição, os indicadores de privação habitacional são os mais elevados; apresenta indicadores preocupantes ao nível do abandono escolar precoce nas mulheres e insuficiência no acesso aos cuidados de saúde primários, nomeadamente ao médico de família. Torna-se, assim, crucial investir em medidas promotoras do acesso a cuidados de saúde primários na AML e em políticas públicas que promovam o acesso à educação, previnam o abandono escolar e proporcionem o acesso a habitação condigna, pressupondo-se uma abordagem de proximidade, integrada, multidisciplinar e intersectorial.