Background: Surgical procedure is a critical event that causes anxiety for patients. One of the possible intervention strategies to reduce anxiety in the preoperative period is psychoeducation. Methods: A scoping review was conducted according to the JBI methodology and PRISMA-ScR to map knowledge about psychoeducation programs to reduce preoperative anxiety in adults. The data were extracted by the researchers, according to the objective of the study. Finally, the data synthesis was presented in narrative format and tables. Results: four studies were included in the review with different characteristics of psychoeducation programs. The approach of these programs consisted of teaching about anxiety, instruction and training in anxiety control techniques. The contents referred to included the surgical process and intervention techniques to reduce anxiety. Program sessions lasted from 45 to 150 min, with a frequency of 1 to 6. The assessment instrument used was the State-Trait Anxiety Inventory. The dynamisers were nurses, psychotherapists and clinical psychologists. Conclusions: Psychoeducation programs can be useful and effective in reducing anxiety. More studies are needed to confirm these results.

Nursing work is increasingly complex and demanding. In this sense, the development of emotional competencies by nurse managers is crucial as a response to current challenges in health management. This scoping review aims to map the emotional competencies of nurse managers. The scoping review will be carried out according to the guidelines established by the Joanna Briggs Institute and PRISMA-ScR and will include studies on nurse managers' emotional competencies. Both published and unpublished studies written in english, portuguese or spanish will be considered. When selecting the articles, the duplicates will be removed. The relevance of the titles, abstracts and full texts will be analyzed. Data extraction will be carried out using an instrument previously designed for this purpose, based on the model in the Joanna Briggs Institute Manual. The results will be presented in flowcharts, tables and narrative synthesis. The literature research carried out previously made it possible to identify some of the emotional competencies of nurse managers, such as motivation, empathy and self-control. This review will contribute to identify the emotional competencies of nurse managers.

The description of this clinical nursing intervention reaffirms the therapeutic potential of art therapy in the promotion of mental health in a psychiatric setting. Ten patients participated. An intervention plan was developed based on the nursing process methodology, using the nursing ontology approved by the Portuguese Order of Nurses. The nursing diagnoses related to the intervention group were identified. The aims and the planning of the art therapy sessions were delineated, and, in addition, the assessment strategies. We concluded that art therapy promoted the relationship between the nurse and the therapeutic group, with positive results in self-concept and mood balance.

Background: The promotion of professional well-being improves health literacy. Objective: To identify the well-being perceived by health professionals, associated factors, and change strategies. Methodology: Qualitative, exploratory-descriptive study, applying a form with open questions. Content analysis was performed. Results: 32 professionals working in the operating room were mostly satisfied with their well-being at work. Positive factors: good environment, compatible schedules. Negative factors: management of human, material, and team resources. Strategies for change: Management of material, organizational resources, and mental health promotion strategies. Conclusions: Health professionals are generally satisfied with their level of well-being; however, some aspects can be improved.

Clinical supervision has been incorporated into health policies in response to concerns about client safety and quality of care. The objective of the study was to analyze the perception of a nurse manager on the contribution of clinical supervision to the quality and safety of care. Qualitative, exploratory study, data collection was conducted through semi-structured interviews with a nurse manager. Data analysis is according to Bardin. The following subcategories emerged from the analysis: quality of practices; care safety; quality standards. Subcategories were aggregated in the categories Guarantee of Quality and Safety Standards of Care.

Purpose: This study aims to map emotional competence in nurse managers and examine how it is conceptualised, assessed and developed, including how it is differentiated from related constructs. Design/methodology/approach: A scoping review followed Joanna Briggs Institute methodology and was reported in accordance with PRISMA-ScR. Fourteen information sources were searched up to 13 August 2026. Findings: Emotional competence was frequently invoked but rarely operationalised as such. Only 12 sources met the criteria for emotional competence, compared with 71 on emotional intelligence, with two represented in both groups (81 distinct sources). Across the emotional-competence literature, ten domains were identified, but 11 of 20 domain attributions concerned managers regulating, containing or expressing their own emotions, with substantially less attention to emotional skill directed towards others. No source assessed emotional competence against an explicit behavioural standard for the nurse-manager role. Emotional intelligence entered the competence literature through three recurring routes: competency-labelled frameworks, instruments bearing competence terminology and claims that emotional intelligence itself constitutes a leadership competence. Research limitations/implications: Most quantitative evidence concerns emotional-intelligence abilities, traits or self-perceptions rather than demonstrated emotional performance in role. Research should define the behavioural attributes of emotional competence and develop context-sensitive assessment approaches. Practical implications: Emotional-intelligence scores should not be treated as evidence of demonstrated emotional competence. Organisations should define and directly assess expected role behaviours. Originality/value: The review separates emotional competence from emotional intelligence at the level of operationalisation and identifies how frameworks, instruments and claims about emotional intelligence can blur that distinction.