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.

Background: Nurses in clinical practice settings share responsibility with academy teachers in the education of nursing students in clinical teaching. This dynamic is essential for the students’ learning and their skill development. During preceptorship, the nurse has to mobilize the available resources to act competently and effectively. The purpose of this article is to identify the aspects that should be considered when selecting a nurse preceptor. Methods: A qualitative study was carried out based on Grounded Theory using Strauss and Corbin’s version. The study took place in a medicine ward and a surgery ward of a hospital in the Lisbon metropolitan area. The authors conducted fourteen semi-structured interviews with nurses who were at different stages of Benner’s Professional Development Model and with different outlooks on nursing preceptorship. The initial script was reorganized after the pilot test. It was also adjusted after the first exploratory interviews and after the in-depth interviews in order to reflect the interviewees’ work experience and outlooks on preceptorship. The interviews had an average duration of 45 min and were audio recorded. Theoretical sampling was conducted considering the needs identified in data coding until we reached theoretical saturation. Data analysis began after the first interview, first by open coding, followed by axial and selective coding, always in a logic of constant comparison with theory. Ethical principles, scientific integrity and methodological rigour were ensured throughout the study. Results: Two categories emerged that were supported by all nurses: skills and individual characteristics. The former includes communication skills, relational skills, reflective skills, technical-scientific skills, and emotional skills, while the latter includes perceptiveness, responsibility, motivation, and professional initiative. Conclusion: Nurses value both the individual characteristics they possess and the skills they have developed throughout their career. The recognition of the aspects found in this study for the selection of nurse preceptors allows for an informed and reasoned decision making, with a view to the success of the preceptorship and to the improvement of the quality of nursing education.

Introdução: A dor constitui-se como o principal motivo de procura de cuidados de saúde no serviço de urgência. Os enfermeiros têm um papel essencial na promoção e intervenção no controlo da dor dado serem profissionais com uma relação privilegiada com as pessoas. Objetivo: Descrever como foi avaliada e registada a dor na área de ambulatório de um serviço de urgência geral pela equipa de enfermagem. Metodologia: Estudo quantitativo, descritivo e transversal. Foram analisados os registos de avaliação da dor de 105 pessoas. Procedeu-se à análise dos dados utilizando estatística descritiva. Resultados: A dor foi avaliada em 53 episódios (50,48 %). A Escala de Avaliação Numérica foi o instrumento mais utilizado (43,81 %). As características da dor foram descritas em 39,05 % dos episódios. Em 1,90 % dos episódios houve registo de reavaliação da dor após implementação de medidas farmacológicas. Conclusão: A avaliação da dor foi subnotificada nas diferentes dimensões descritas no estudo. Neste sentido, torna-se essencial a definição de estratégias para a formação e treino dos enfermeiros sobre avaliação da dor.

The development of skills implies the mobilization of resources considering personal learning, educational training, and professional experience. The quality of skills depends on the combination of personal resources and the environment. The objective of this study was to identify the resources that are mobilized in the development of competencies of nursing preceptors. A qualitative study was carried out based on Grounded Theory. The study took place in two services of a hospital in the metropolitan area of Lisbon, from November 2018 to December 2019. The interviews were carried out with nurses at different stages of Patrícia Benner's Socio-Professional Development Model and with different experiences in guiding nursing students. Theoretical sampling was conducted according to the needs identified in the data coding. Data analysis and treatment was performed according to the Grounded Theory methodology. The resources mobilized in the development of preceptor nurses’ competencies were characterized as endogenous and exogenous. Endogenous refers to individual characteristics, skills, and experiences. The exogenous characteristics are the Nursing team and the teacher. Nurses, supported by the Nursing team, mobilize individual characteristics and skills in their skill development as preceptors. The identification of these resources can define indicators for a preceptor profile and contribute to the training of preceptor nurses. O desenvolvimento de competências implica a mobilização de recursos considerando a aprendizagem pessoal, a formação educacional e a experiência profissional. A qualidade das competências depende da combinação de recursos pessoais e do meio ambiente. O objetivo deste estudo foi identificar os recursos que são mobilizados no desenvolvimento de competências do enfermeiro preceptor. Foi realizado um estudo qualitativo com base na Grounded Theory. O estudo decorreu em dois serviços de um hospital da área metropolitana de Lisboa, de novembro de 2018 a dezembro de 2019. As entrevistas foram realizadas a enfermeiros em diferentes estádios do Modelo de Desenvolvimento Sócio-Profissional de Patrícia Benner e com diferentes experiências na orientação de estudantes de Enfermagem. A amostragem teórica foi conduzida de acordo com as necessidades identificadas na codificação dos dados. A análise e tratamento dos dados foi realizada de acordo com a metodologia da Grounded Theory. Os recursos mobilizados no desenvolvimento de competências do enfermeiro preceptor foram caracterizados como endógenos e exógenos. Os endógenos referem-se às características individuais, habilidades e experiências vividas. Os exógenos são a equipe de Enfermagem e o professor. Os enfermeiros, suportados pela equipa de Enfermagem, mobilizam caraterísticas individuais e habilidades no seu desenvolvimento de competências enquanto preceptores. A identificação destes recursos poderá definir indicadores para o perfil de preceptor e contribuir para a capacitação de enfermeiros preceptores.

Enquadramento: O quadro legal do Curso de Licenciatura em Enfermagem em Portugal e o Regulamento para o Exerc?cio Profissional dos enfermeiros apontam para a contribui??o do enfermeiro na forma??o dos estudantes de enfermagem. Objetivo: Caracterizar o processo de desenvolvimento de compet?ncias dos enfermeiros orientadores de ensino cl?nico. Metodologia: Estudo qualitativo, utilizando a metodologia da Grounded Theory. Foram realizadas entrevistas semiestruturadas a 7 enfermeiros peritos. A amostragem te?rica foi conduzida de acordo com as necessidades identificadas no processo de codifica??o. A an?lise e tratamento dos dados seguiu a metodologia em uso. Resultados: Os aspetos caracterizadores do desenvolvimento de compet?ncias dos orientadores s?o a n?vel educacional, a socializa??o prim?ria e secund?ria, e a n?vel profissional, a experi?ncia, o conhecimento, a capacidade de an?lise e a iniciativa profissional. Conclus?o: Os peritos evidenciam no seu desenvolvimento de compet?ncias as viv?ncias de natureza educacional e escolar que promovem a reflex?o critica e uma postura proativa e aspetos de natureza profissional como a per?cia, a capacidade de an?lise e a motiva??o.

Background: Advanced life support (ALS) competence may deteriorate within months after certification, but what supports ongoing competence in critical care remains unclear. Aim: To map factors influencing maintenance of ALS competence among critical care professionals working in critical care settings. Study Design: Scoping review conducted in accordance with Joanna Briggs Institute guidance and the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews. MEDLINE, CINAHL and the Cochrane Library were searched (from February to March 2025). We included peer‐reviewed and grey sources from hospital‐based critical care settings that assessed ALS competencies over time. Data were synthesised using inductive thematic analysis. Results: Twenty‐five sources were included (19 peer‐reviewed, 6 grey). Factors were mapped to three domains. Educational factors were most frequently reported and centred on simulation‐based rehearsal, structured feedback and debriefing and spaced refreshers delivered in brief, frequent sessions. Institutional determinants related to protected training time, access to resources, standardised roles and content and monitoring through audit and feedback. Individual determinants included clinical exposure and experience, perceived preparedness and self‐confidence, stress and cognitive load, engagement in ongoing learning and non‐technical behaviours. Outcomes were largely simulation‐based or self‐reported, and longer‐term durability was inconsistently assessed. Conclusions: Maintenance of ALS competence appears to require coordinated educational and organisational supports; longitudinal evaluations with explicit definitions and validated outcomes are needed. Relevance to Clinical Practice: Critical care services may strengthen ALS competence maintenance by embedding recurrent, context‐aligned rehearsal with feedback, supported by protected training time, accessible training infrastructure and ongoing performance monitoring. Review Registration: The review protocol was prospectively registered on the Open Science Framework https://doi.org/10.17605/OSF.IO/PEQJH .