“Significados atribuídos à competência emocional do enfermeiro – estudo empírico e impacto na educação”



Objetivo: em vários estudos recentemente realizados, o lugar das emoções na prática de enfermagem surgiu principalmente focado no nível de experiência emocional, aumentando
a necessidade de significar a competência emocional do enfermeiro, a fim de encontrar contributos que permitam conhecer e compreender as diferentes dimensões e identificar
a sua finalidade no proporcionar conforto à pessoa hospitalizada numa unidade de cuidados paliativos.

Métodos: dado que se procuram os signifcados, a abordagem metodológica assumiu uma natureza qualitativa, descritiva e exploratória, utilizando a análise crítica do discurso de Fairclough para configurar o fenómeno. Os sujeitos do estudo foram enfermeiros e doentes que experienciavam a última etapa da vida, ambos presentes em unidades de cuidados paliativos. Foram entrevistadas trinta e quatro enfermeiras e doze pessoas vivendo o fim da vida.

Resultados: a análise e a compreensão da prática social em estudo permitiram construir o construto “competência emocional de enfermeiros”, juntamente com declarações descritivas de cinco capacidades e vinte e uma unidades de competência que o compõem. Conclusões: através da redução e da abstração teórica, o corpus discursivo revelou que a construção da “competência emocional dos enfermeiros” é concetualizada como um conjunto de capacidades que nos permitem conhecer, regular, alcançar e gerir fenómenos emocionais para construir e sustentar relações interpessoais em ambiente afetivo; e podemos explorar a influência na educação ou na gestão.
Palavras-chave: Competência clínica; emoções; métodos; assistência terminal; enfermagem.

Goal: In several studies, that have happened recently, the place of emotions in nursing practice has arisen primarily focused at the level of emotional experience, enhancing the need to signify the emotional competence of nurses. That need has the main intention of find contributions that allow knowing and understanding their different dimensions and identifying their purpose in providing comfort care to the hospitalized person in a palliative care unit.

Methods: Searching for meanings, the methodological approach has taken a qualitative, descriptive and exploratory nature, using critical discourse analysis of Fairclough to find the phenomenon configuration. Research subjects were nurses and patients who experience the last stage of life, both present in palliative care units. We have interviewed thirty-four nurses and twelve people living the end-of- life.

Findings: The analysis and understanding of the social practice under study allowed to build the construct‘emotional competence of nurses’ along with descriptive statements of five capabilities and twenty-one units of competency that compose it. Conclusions: The discursive corpus revealed that the construct of ‘emotional competence of nurses’ is conceptualized as a set of capabilities that allow us to know, regulate, achieve and manage emotional phenomena in order to build and sustain interpersonal relationships in affective environment; and we can explore the influence in education or management.
Keywords: Clinical competence; emotions; methods; terminal care; nursing.



“Skills for social progress. The Power of Social and Emotional Skills” | OECD, 2015


“Skills for Social Progress: The Power of Social and Emotional Skills”

Today’s children will need a balanced set of cognitive, social and emotional skills in order to succeed in modern life. Their capacity to achieve goals, work effectively with others and manage emotions will be essential to meet the challenges of the 21st century. While everyone acknowledges the importance of socio-emotional skills such as perseverance, sociability and self-esteem, there is often insufficient awareness of “what works” to enhance these skills. Teachers and parents don’t really know whether their efforts at developing these skills are paying off, and what they could do better. Policies and programmes designed to measure and enhance socio-emotional skills vary considerably within and across countries.

This report presents a synthesis of the OECD’s analytical work on the role of socio-emotional skills and proposes strategies to raise them. It analyses the effects of skills on a variety of measures of individual well-being and social progress, which covers aspects of our lives that are as diverse as education, labour market outcomes, health, family life, civic engagement and life satisfaction. The report discusses how policy makers, schools and families facilitate the development of socio-emotional skills through intervention programmes, teaching and parenting practices. Not only does it identify promising avenues to foster socio-emotional skills, it also shows that these skills can be measured meaningfully within cultural and linguistic boundaries.

“Competências morais dos profissionais de enfermagem. “Cinco estrelas” revisitadas.”


No VIII Encontro de Enfermagem do CH Leiria-Pombal,

tive a oportunidade de revisitar as

Competências morais dos profissionais de Enfermagem,

sub-titulado «cinco estrelas revisitadas» (em alusão a um artigo antigo:

Nunes, L  2002  «Cinco estrelas»: acerca das competências morais no exercício de enfermagem. Nursing, 171, 8-11

Coloquei esse texto disponível no Academia.edu

com o sentido grato das memórias de uma discussão profícua.

“Educating for moral competence”, K. Winston

educating for moral competence


Educating for moral competence

Implications for teaching
“This exposition of six competences is not intended as an exhaustive enumeration of desirable attributes and dispositions for practitioners in a democratic polity. For one thing, it highlights moral qualities, which are only a subset of the attributes that practitioners need to be effective agents in the world. Even then, a more complete list would include fidelity to empirical data, commitment to social justice, accountability, participatory inclusiveness, appreciation of the imperatives of loyalty, and so on. Whatever one’s favorite candidates for this list, Selznick correctly observes: “Moral competence is a variable attribute of persons, institutions, and communities.” [The Moral Commonwealth 33] So, we need toconsider: How is moral competence developed and sustained?
The question is partly about professional education and partly about the design of ongoing institutions. Since I have spent my mature years in teaching professional ethics to senior public servants from countries around the world, in these closing remarks I will say a few words about what I believe I have learned about effective pedagogy.
Following Dewey, I have come to believe that ethical inquiry, when it is practical, begins not with an abstract ideal or an intellectual puzzle but an existential situation, a problem in need of remedy. It grows, as Dewey says, “out of actual social tensions, needs, ‘troubles,’” guided by the imperative to bring about a more desirable state of affairs. Thus, the connection between inquiry and practice “is intrinsic, not external.” (Logic 499) When inquiry becomes detached from problems in need of remedy, it encourages unending disputation, adding intellectual uncertainty to
practical disorder. What’s needed is the rigor that comes from working up a diagnosis adequate to bringing about effective reconstruction in the world.

(…)  As Nietzsche might have said, the ultimate test of a philosophy of practice is whether practitioners can live by it, in their concrete existence. The requirement of concreteness, however, puts the teacher of ethics in a peculiar position, since the teacher does not make real decisions or solve real problems. Being at a distance means the teacher of ethics is not confronted with certain ineluctable features of decision making, including the necessity to act and the contingencies of effective action. The farther removed the teacher is from actual problem solving, the more abstract the discussion of ethics becomes. How then can the teacher of ethics be of any use to practitioners? The answer, I believe, is that the teacher is helpful only if adopting the point of view of practitioners, and engaging in a pedagogy that attends to the full panoply of factors involved in decision making in the world, including the special features and challenges that come with action in the public realm. Only thick descriptions of situations and close analysis of them is adequate to understanding the skills that practitioners need and how they are (or should be) exercised” (p. 14)

Dia Internacional da Literacia – 8 de setembro

Assinala-se hoje o Dia internacional da Literacia, este ano dedicado ao tema “Literacias para o Século 21”.Dia Internacional da Literacia 2013: http://www.unesco.org/new/unesco/events/prizes-and-celebrations/celebrations/international-days/literacy-day/

Literacia em Saúde. Os factos sólidos (em inglês): http://www.euro.who.int/en/what-we-do/health-topics/environment-and-health/urban-health/publications/2013/health-literacy.-the-solid-facts

“Porque é que a Literacia é importante?
A literacia é um direito humano, uma ferramenta de capacitação pessoal e um meio para o desenvolvimento social e humano. As oportunidades educacionais dependem da literacia
A literacia está no âmago da educação base para todos, e é essencial para erradicar a pobreza, reduzir a mortalidade infantil, inflectir o crescimento populacional, atingir a igualdade de género e assegurar o desenvolvimento sustentável, a paz e a democracia. Estas são boas razões para a literacia estar no núcleo central da Educação para Todos (EFA da sigla em inglês).
Uma educação de base, boa e de qualidade, equipa os alunos com as aptidões de literacia para a vida e para prossecução da aprendizagem; pais literatos terão maior propensão para enviar os seus filhos para a escola; pessoas literatas estão melhor posicionadas para aceder às oportunidades de educação contínua; e sociedades literatas estão melhor equipadas para responder ao desenvolvimento pressionante. (tradução A.M.Silva)Literacias para o Século 21
A literacia é um direito e um alicerce para a aprendizagem ao longo da vida, melhor bem-estar e melhores meios para assegurar a própria subsistência. Como tal é um motor para o desenvolvimento inclusivo e sustentável.
Ao longo dos anos a noção de literacia evoluiu. O conceito convencional limitado às aptidões de saber ler, escrever e contar ainda é largamente utilizado, bem como a noção de literacia funcional que liga a literacia ao desenvolvimento sócio-económico. Mas, para responder às diferentes necessidades de aprendizagem dos indivíduos em sociedades orientadas para o conhecimento e globalizadas, emergiram outras formas de entender “literacia” ou “literacias”
Porque é que as pessoas necessitam de aptidões de literacia? Como é que a literacia é modelada pela cultura, história, linguagem, religião e condições sócio-económicas? Quais são os impactos do progresso tecnológico na literacia? Será possível determinar num mundo diverso um conjunto mínimo de aptidões básicas de literacia?
O Dia Internacional da Literacia deste ano é dedicado às “literacias para o Século 21” para realçar a necessidade de se perceberem “as aptidões básicas de literacia para todos”, bem como equipar todas as pessoas com aptidões de literacia mais avançadas no âmbito da aprendizagem ao longo da vida.”

literacy 8setembro2013

Reflection of competency-based education, training and Total Quality Management in Education

Learner Weblog

I don’t quite understand the lagging behind of competency-based programs in Higher Education, as here in Australia competency-based training has been in place for decades.

In Higher Education, many authorities had challenged if Competency based education sets a high enough bench marks or not in “education”, mainly because many competencies are set by the industry, not academics or education authorities.

Aren’t these different from the industrial based competency based standards – set by the industry, for the industry?  People might often think that higher education is preparing people for jobs, so the emphasis in contemporary education would be to treat education similar to training, by equipping students with skills in schools, and making sure that they have acquired the skills for the job or profession.

That is both rational and pragmatic, as one principal goal of education should be to prepare people ahead of their career, so they are…

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Trazido para aqui II: Desenvolvimento orientado por competências

Competencies as abstractions of work-relevant human behaviour have emerged as a promising concept for making human skills, knowledge and abilities manageable and addressable in a wide range of application areas. From a management point of view, they provide a more adequate approximation of human performance factors than the notion of ”knowledge” in traditional knowledge management approaches as they can represent a set of skills, knowledge, and abilities that belongs together and as competencies go beyond mere “knowing” towards work-relevant action. For the traditional training (and human resource development) community, competencies allow for operationalizing learning goals and outcomes and thus can serve as a control instrument. And competence management approach aim at connecting the individual and the organizational perspective via the competency abstraction.

Competency-driven approaches are facing fundamental challenges:

  • A well-defined common understanding of each competency needs to be developed and enforced across various departments or even organizations (for organization-independent competency frameworks).
  • On the technical level, various systems and services involved in HR, training, and knowledge management need to be semantically coherent so that competency-driven approaches can live up to their holistic expectations.
  • The crucial trade-off in competency modelling needs to be solved: the more accurate, realistic and fine-grained considered competencies are, the more complex management and controlling tasks become.

As a reference model, we developed the Professional Learning Ontology, formalizing competencies as a bridge between human resource development, competence and knowledge management as well as technology-enhanced learning.

Furthermore, we have developed a reference process for competency-oriented human resource development.