Clinical reasoning is an essential component of nursing. It has emerged as a concept that integrates the core competencies of quality and safety education for nurses. In cooperation with five European partners, Instituto Politécnico de Setúbal (IPS) realized the “Clinical Reasoning in Nursing and Midwifery Education and Practice” project as part of the Erasmus+ project. As a partner, our team designed a multiplier event—the student training course. The aim of this report is to describe the construction and development of this clinical reasoning training course for nursing students. We outline the pedagogical approach of an undergraduate training course on clinical reasoning in 2023, which we separated into four stages: (i) welcoming, (ii) knowledge exploration, (iii) pedagogical learning, and (iv) sharing experience. This paper presents the learning outcomes of the collaborative reflection on and integration of the clinical reasoning concept among nursing students. This educational experience fostered reflection and discussion within the teaching team of the nursing department regarding the concept, models, and teaching/learning methods for clinical reasoning, with the explicit inclusion of clinical reasoning content in the nursing curriculum. We highlight the importance of implementing long-term pedagogical strategies in nursing education.

Spiritual care is an essential dimension of holistic care. The purpose of this study was to identify the explicit presence of spiritual care in undergraduate nursing curricula in Portugal. Data were collected through a search in the syllabuses of undergraduate nursing degrees as displayed on the websites of higher education institutions (HEI). Of the 36 HEI, none had a course unit entitled (with title or subtitle) spirituality or spiritual care, even though all the HEI describe a common mission related to preparing nursing students for holistic care.

Background/Objectives: The global shortage of healthcare professionals has exacerbated ethical and organizational challenges that threaten the sustainability of health systems. High turnover rates, combined with the emigration and attrition of qualified nurses, make it essential to understand how institutional factors affect professional well-being and workforce retention. This essay examines how organizational ethics—particularly ethical climate, organizational justice, and ethical leadership—influence healthcare professionals’ experiences and their intentions to remain in or leave the sector. Methods: The discussion adopts a conceptual and reflective approach, drawing on key theories and empirical findings from the literature on organizational ethics and turnover. It explores the relationships between ethical environments, professional recognition, and moral well-being within healthcare organizations. Results: Evidence suggests that ethical and fair organizational climates strengthen trust, professional commitment, and long-term retention. Conversely, perceptions of injustice, lack of recognition, or moral distress tend to increase dissatisfaction and the intention to leave the profession. Conclusions: The essay underscores ethics as a central component of workforce sustainability in healthcare and calls for leadership and policy actions that move beyond individual coping strategies toward systemic ethical practices promoting fairness, recognition, and well-being at work.

Trata-se de um estudo descritivo, de metodologia qualitativa, realizado em 2023, tendo como objetivo geral caraterizar as Comissões de Ética do Ensino Superior Politécnico em Portugal, assim como identificar os fatores dificultadores e facilitadores da ação das Comissões. Procede-se a uma contextualização através de revisão da literatura e descrição do enquadramento legislativo. Realizou-se análise documental e colheram-se dados em entrevista aos presidentes das Comissões (total de 16). Constatou-se que as Comissões de Ética começaram a ser criadas a partir de 2009 e que elas existem, atualmente, em 75% das instituições. Apresentam-se e discutem-se os achados de caraterização (número de membros, membros externos, sexo, idade, habilitações, formação em ética/bioética e experiência em comissão). As dificuldades e os fatores facilitadores foram organizados em grupos temáticos, cuja síntese é apresentada. Equaciona-se que este é um percurso de desenvolvimento necessário a nível global, nas Instituições de Ensino Superior. Palavras-chave: Comissões de Ética. Ensino Superior. Ensino Politécnico.

DOTAÇÕES SEGURAS NA QUALIDADE DOS CUIDADOS DE ENFERMAGEM: REVISÃO SISTEMÁTICA