Objective: To define the safe transition process from hospital to community of patients with chronic mental disorders and their families. Method: This was an action research study included in the constructivist paradigm. The participants in the study were nurses from a psychiatry service and from primary healthcare services. Results: After the identification of causes of continuity fragmentation, the following items emerged from the participants’ speeches: a) two criteria categories for safe transition (those associated with health status, dependence level, and self-care capacity of patients, and those associated with knowledge and competence level of informal caregivers); b) the design of an algorithm to facilitate clinical decision-making. Final considerations: In order to promote adherence to therapeutic treatment in the hospital-community transition, treatment plans must include patients and their families, and improve communication networks and support among care levels.

Objetivo: compreender como os estudantes percepcionam o seu envolvimento em atividades de investigação e o contributo para o desenvolvimento de uma prática baseada na evidência.Método: estudo qualitativo, transversal, descritivo e exploratório, realizado em Portugal, em agosto de 2019, que recorreu ao grupo focal, com oito participantes, para responder à questão: “Quais as vantagens da participação dos estudantes de enfermagem em atividades de investigação para o desenvolvimento de conhecimentos, atitudes e competências de utilização da evidência?”. A análise de conteúdo foi realizada com o software NVivo.Resultados: da análise qualitativa dos achados, emergiram cinco categorias e subcategorias: autoaprendizagem, integração teórico-prática, trabalho interdisciplinar, tomada de decisão baseada na evidência e literácia científica.Conclusão: a criação de uma experiência eficaz de aprendizagem ajuda na construção do conhecimento e potencialmente contribui para a saúde da comunidade, os resultados de aprendizagem do estágio e o desenvolvimento de competências essenciais para uma Prática Baseada na Evidência.

A Arte e A AprendizAgem dos pAdrões de conhecimento em enfermAgem el Arte y el AprendizAje de lAs normAs de conocimiento en enfermeirA 1 master in school health; lisboa school of nursing; Unit of development and research in nursing, lisbon, portugal.2 phd in nursing; lisboa school of nursing; Unit of development and research in nursing, lisbon, portugal.3 phd in education; lisboa school of nursing; Unit of development and research in nursing, lisbon, portugal.4 master in medical-surgical nursing; lisboa school of nursing; Unit of development and research in nursing, lisbon, portugal. ReSuMenObjetivos: Identificar la percepción de los estudiantes sobre la utilización del arte como estrategia pedagógica en el aprendizaje de los patrones del conocimiento en enfermería; Identificar las dimensiones de cada patrón valoradas en el análisis de las obras de arte. Método: Estudio descriptivo y mixto. La recogida de datos con recurso a una encuesta aplicada a treinta y un estudiantes de enfermería.Resultados: En el análisis del discurso de los estudiantes está tácito que el conocimiento empírico incluye: conocimiento científico, tradición y naturaleza de los cuidados. El conocimiento estético implica: expresividad, subjetividad y sensibilidad. El autoconocimiento, la experiencia, la actitud reflexiva y la relación con los demás son las subcategorías del conocimiento personal, mientras que la moral y la ética soportan el conocimiento ético. Conclusión: Es posible aprender los patrones del conocimiento a través del arte, sobretodo del estético, del ético y del personal. Es necesario investigar más las estrategias pedagógi-cas que contribuyan al aprendizaje de patrones de conocimiento de enfermería.

Resumo: Introdução: A prática baseada na evidência tem benefícios para a melhoria dos cuidados de saúde e sustentabilidade dos sistemas de saúde. Tal como outras áreas precisa de ser aprendida. Objetivo: Compreender a perspetiva dos estudantes, do curso de licenciatura em enfermagem sobre o seu envolvimento num projeto de transferência de conhecimento para a clínica Métodos: Focus Group com oito participantes. A análise qualitativa dos achados foi efetuada com recurso ao software WebQDA® e seguiu as etapas da codificação; armazenamento/recuperação e interpretação. Seguiram-se os princípios éticos inerentes à investigação. Estudo aprovado por uma Comissão de Ética. Resultados: Emergiram quatro categorias: Pertencer, Usar evidência, Melhorar Cuidados e Desenvolver competências e respetivas subcategorias. A perceção dos estudantes é que a participação em projetos de transferência de conhecimento para a clínica gera oportunidades de aprendizagem relacionadas com o uso e comunicação de evidência, facilita a integração no serviço, a participação, o trabalho colaborativo e o desenvolvimento de competências. Conclusões: A metodologia utilizada é motivante para o estudante que é ativo na busca de evidencia e transferência do conhecimento, e que tem oportunidade de observar melhorias na prática clínica e mudanças nos contextos.

Resumo Objetivo Compreender como a pandemia afetou os estudantes de enfermagem nos contextos de Ensino Clínico. Método Este é um estudo de abordagem qualitativa, exploratória, transversal e descritiva. Os participantes foram 5 enfermeiros recém-licenciados que realizaram o último estágio clínico da sua licenciatura durante a pandemia de COVID-19. A análise de conteúdo ocorreu por meio da técnica para a análise dos achados das narrativas. Resultados Emergiram 5 categorias: Dificuldades sentidas na integração; Dificuldades na concretização do ensino clínico; Influência da pandemia nas expectativas dos estudantes ante o ensino clínico de integração à vida profissional; Receios, relacionadas com a COVID 19; e Sugestões para a formação dos licenciados em enfermagem, com vista a capacitá-los para a gestão de situações de pandemia. Conclusões e implicações para a prática O ensino clínico, cujo objetivo é atingir as competências exigidas para o exercício profissional, foi vivenciado com ansiedade, medo e pressão, porém com o suporte possível por parte dos supervisores clínicos, eles próprios também sob pressão, dado o aumento da sobrecarga de trabalho provocada pela pandemia. O estudo permite fazer recomendações para a educação e investigação em enfermagem.

Transition is defined as a journey made by a person between two relatively stable moments. This experience is lived over a certain period and is characterized by the appearance of changes that cause imbalances, doubts, disorganization, and interpersonal conflicts. Therefore, hospital discharge is a multiple transition (from health-illness, but also situational) from the hospital to the community, through which all individuals who have serious health problems have required hospitalization go through. If such a transition is made early and without proper planning, there is a serious risk that the discharged person will be readmitted in the short or medium-term.Recently, readmission rates have been increasing, particularly among the elderly population. This increase does not seem to be due to the severity of the diagnosis, but the comorbidities of which sick people are carriers.

Health promotion and disease prevention are closely linked to health literacy. Therefore, intervention to increase individuals’ knowledge is essential if action is to be taken to promote a healthy lifestyle with support from health professionals for decision making on choices leading to behavioral change. Taking into account the growing aging population, nurses and nursing students have to develop interventions to promote health and prevent disease in these people, in order to keep them healthy and with quality of life. This study aims to understand how nursing students’ experiences in a clinical teaching context contributed to the development of their competencies in the promotion of health and prevention of disease in the elderly. Method: Qualitative, exploratory, and descriptive study carried out with ten students about to finish a graduate nursing course in a higher education institution in the South of Portugal. This study was carried out through narratives, one of the most common data collection procedures in social and health investigations. The content analysis technique, more specifically the thematic categorical analysis, was used for data analysis. The study received authorization from the Ethics Committee of the institution where it took place. Results: Three categories were found: “Strategies to promote health and prevent disease in the elderly”, “Health improvements from the implementation of the strategies to promote health and prevent disease in the elderly”, and “The impact your participation in these strategies to promote health and prevent disease in the elderly had on your formative process”. Conclusion: The students developed competencies during their clinical teaching experiences through the implementation of strategies of health promotion and disease prevention adapted to/focused on the needs of the elderly.

The proliferation of scientific studies and the dissemination of their results in health have undoubtedly contributed to improving care, increasing average life expectancy, reducing mortality, morbidity and complications associated with chronic diseases, among others. Associated with these gains, new challenges for the clinic and the academy have arisen. Clinicians are driven to constant updating and selftraining to keep abreast of rapid scientific and technological advances. On the other hand, health units are also encouraged to promote rapid, deep and structured changes in the organization of care and in the planning and management of resources, in the light of cost control, with a clear focus on developing clinical skills, but also of leadership skills, adaptation, management, problem-solving, innovation and creativity. In academia, the challenge of disseminating and disseminating scientific findings more effectively, promoting and streamlining their use in the clinic, while fostering evidence-based decision-making (1). The traditional models of Evidence-Based Practice have long been questioned, using linear and unidirectional models, which passively 'pass on' the information of researchers to users and consumers in relation to their effectiveness (1-2). Therefore, academics need to unveil solutions so that, from the planning to the implementation of the research project, the transfer of the findings to the clinic (1). The definition of the object of study with the clear identification of the phenomena of interest, the methods and techniques to investigate them remains a present challenge for any researcher nowadays, but without doubt, that the future brings the emergence of knowledge production that can be transferred to the clinic, with the valorization and empowerment of clinical praxis (1). In order to (re)think the transfer of knowledge to the clinic, it is necessary to question the ways of investigating and the way clinicians understand the investigation, not only the results, but the whole process, since a broad understanding of how it was validity, adequacy and objectivity of the findings allows an appreciation of its quality (1). For this reason, from the conception to the dissemination of the results, the researcher must be able to structure the analytical process in order to make understandable what the findings reveal, so as to enable the professional, probably less skilled in the art of investigation, to understand the usefulness and impact they can have on improving care delivery (1). The epistemological break with the traditional view of the production of knowledge obliges the researcher to a better understanding of the impact of his study in the clinic, through the collaborative work and in network, with the diverse institutional actors. A new working methodology based on felt needs and in collaboration with contexts can promote a qualitative transformation of practice with individualization of care; and a direct benefit to citizens' health (1). Thus, it is necessary to move to a new paradigm a...