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: School health nursing faces global invisibility and a lack of clear evidence regarding its specific interventions. In countries like Portugal, this field remains under-characterized, necessitating scientific visibility to define its fundamental nature and indispensable value within the specialized context of adolescent care. Objectives: (1) understand the characteristics of the school health nursing care process with adolescents and (2) develop a substantive theory to clarify and legitimize this professional practice. Methods: A qualitative study grounded in Intermodernism and pragmatism was conducted, utilizing Grounded Theory and Symbolic Interactionism. Data were collected from 2015 to 2022 through narrative interviews with 8 school nurses, focus groups with 84 community stakeholders (principals, teachers, adolescents, and parents), and 107 hours of structured field observations. Data analysis followed open, axial, and selective coding. Ethical considerations were approved by ethics committees. Results: The core phenomenon identified is Interconnecting the Simultaneity of Worlds. The resulting Help Interconnectivity Theory is supported by three constructs: (1) Knowing-Situating oneself Process, where nurses adapt to diverse school realities; (2) Interconnecting Therapeutic Care Process, involving Help requests; Conductibility of Help and the WAKES Model; and (3) Constructing the Reliability Relationships Process, a longitudinal process involving twelve professional roles. Characterize nursing care as a dynamic, multidimensional health-human-environment phenomenon. Conclusions: School nursing care is a relational, co-educational, therapeutic and emancipatory process. Advocates for a paradigm shift toward education for self-care and health literacy. This substantive theory provides a robust framework for public policies, ensuring nursing’s contribution to adolescent well-being is recognized and scientifically visible.