Mental health literacy (MHL) is defined as the ability to obtain, understand, and use information to identify, manage, and prevent mental health problems and helps university health students to manage mental health challenges by reducing stigma, fostering resilience, and promoting coping strategies. Objectives: To assess MHL levels in Portuguese university health students and explore its relationship with academic life and psychosocial domains; Identify knowledge gaps and educational needs regarding a targeted MHL intervention. Methods: A convergent parallel mixed-methods study, involving collecting quantitative (online cross-sectional survey) and qualitative (focus group) data simultaneously, followed by a separate and integrative analysis. Results: Twenty-four students (75% female, mean age = 25.5) were included. Overall, differences were found in the MHL domains in terms of sex (p = 0.025), mental health history variables (p = 0.020; p = 0.044; p = 0.007), and a negative relation with academic environment satisfaction (r_s = −0.571). Focus groups revealed the needs, gaps, and main characteristics for a targeted intervention. Integrative analysis used for data triangulation was possible and helped to converge and reinforce some of the data findings. Conclusions: This study highlights the importance of integrated methodological approaches to explore MHL among undergraduate health students. Also, it highlights the importance of promoting MHL through targeted interventions to enhance well-being and reduce distress in academic contexts.

Objective: to analyze the impact of the implementation of a model of clinical supervision over the emotional intelligence capacities of nurses. Methods: mixed methods study. Quantitative data were collected before and after the implementation of the Model, using the scale of Emotional Intelligence Capacities of Nurses; analyses were carried out using descriptive statistics and paired samples were analyzed using the t-test. 47 nurses from one hospital participated. Qualitative data were obtained from the analysis of the discourses of the nurses in a public presentation, using thematic/categorizing content analysis. The findings were integrated at the end to generate the results. Results: no statistically significant differences were found with the implementation of the Model. However, the nurses involved recognized the positive impact of the SafeCare Model in the development of emotional competences. Conclusion: the study contributed for clinical supervision and for the development of emotional competences.

O fecho de escolas durante a primeira onda de pandemia de COVID-19 desafiou os/as professores/as a reorganizarem rapidamente as suas atividades educativas. Essa mudança exigiu uma maior integração das tecnologias no ensino e levou a transformações repentinas nas relações sociais e pedagógicas. Se o acentuar de desigualdades pré-existentes entre os alunos se tornou imediatamente evidente, ficou menos claro como as desigualdades entre os/as professores/as afetaram a sua transição para o ensino remoto de emergência. Este artigo apresenta e discute as perceções e experiências de professores/as portugueses/as sobre os efeitos desta transição no seu ensino e nas relações com outros/as professores/as, alunos/as e suas famílias, a partir dos dados de um inquérito online respondido por 675 professores/as entre 11 e 31 de maio de 2020. Os/as professores/as perceberam efeitos positivos da transição para um ensino remoto de emergência na qualidade de seu ensino e nas suas relações com alunos, famílias e colegas, com algumas diferenças atribuíveis às características territoriais (rural / urbano). As oportunidades de formação e apoio que os professores tiveram durante o período da transição surgem como cruciais para compreender as perceções de mudanças positivas. Submetido: 15.02.2021 Aceite: 10.05.2021

Objective: to evaluate the impact of the implementation of the SafeCare Model on the evidence-based practice competencies of nurses. Methods: mixed method characterized by concomitant triangulation. Quantitative data were collected before and after the implementation of the Model, by means of the Clinical Effectiveness and Evidence-Based Practice Questionnaire, with descriptive statistical analysis. Evidence values were obtained using the Wilcoxon test. Thirteen nurses participated. Qualitative data were obtained from interviews with 11 nurses from a public hospital and analyzed using the Content Analysis technique. Results: there were no statistically significant differences with the implementation of the model. However, nurses identified increased competencies in evidence-based practice with the recognition of advantages in their professional development, organization, and patient care. Conclusion: the implementation of the model has been shown to have contributed to the development of competencies in evidence-based practice.