http://hdl.handle.net/10174/48 2026-09-22T00:02:37Z 2026-09-22T00:02:37Z Rebelo dos Santos, Nuno Viseu, João Semedo, Carla Pais, Leonor Agostinho, Inês Farinha, Margarida Pereira, Anabela Lopes, Silvia Carvalho, Carla Oliveira, Soraia Vieira, Ana Menício, Ana Cerdeira, Diogo Giustini, Marco Bello, Paola Caldeira, Dulce Hidalgo, Inés Saavedra, Inês Dantas, Carina Fidalgo, Maria do Rosário Czakert, Jan Philipp Muñiz Sierra, Héctor Carannante, Anna Fazio, Cacilia Gaudi, Simona Salkunić, Šefik Suarez Alvarez, Óscar Molan, Maja Varela Aller, Noelia Huerta, Marta Plamberger, Petja Rojko, Lucja http://hdl.handle.net/10174/42625 2026-09-21T14:09:10Z 2026-01-01T00:00:00Z

Title: Gender-related violence and harassment in healthcare: A booklet on interventions Authors: Rebelo dos Santos, Nuno; Viseu, João; Semedo, Carla; Pais, Leonor; Agostinho, Inês; Farinha, Margarida; Pereira, Anabela; Lopes, Silvia; Carvalho, Carla; Oliveira, Soraia; Vieira, Ana; Menício, Ana; Cerdeira, Diogo; Giustini, Marco; Bello, Paola; Caldeira, Dulce; Hidalgo, Inés; Saavedra, Inês; Dantas, Carina; Fidalgo, Maria do Rosário; Czakert, Jan Philipp; Muñiz Sierra, Héctor; Carannante, Anna; Fazio, Cacilia; Gaudi, Simona; Salkunić, Šefik; Suarez Alvarez, Óscar; Molan, Maja; Varela Aller, Noelia; Huerta, Marta; Plamberger, Petja; Rojko, Lucja Editors: Centro de Investigação em Educação e Psicologia Abstract: Workplace violence (WPV) and gender-based violence and harassment (GBVH) are persistent and pervasive challenges in healthcare systems worldwide, representing critical threats to workers’ safety, well-being, and retention. Effective, evidence-based interventions are therefore critical to preventing violence, strengthening organisational responses, and fostering safer, more equitable healthcare environments. The main purpose of this booklet is to synthesise selected evidence-based strategies for the prevention and intervention of WPV and GBVH in healthcare settings, and to provide informed recommendations to guide the development and implementation of strategies that have demonstrated effectiveness in addressing the problem, serving as a guide to good practices. Hence, this work is directed at hospital administrators, occupational health services, policymakers, union representatives, and other groups or individuals interested in WPV and GBVH in healthcare settings. This booklet is structured into five interconnected sections that provide a broader overview of WPV and GBVH in healthcare settings: introduction, methods, results, reflexive synthesis with practical recommendations, and conclusions. The introductory section conceptualises WPV and GBVH in healthcare settings and outlines the purpose and objectives of this document. The second section offers a methodological overview of the data sources, search strategy, eligibility criteria, and study selection. To accomplish its purpose, structured searches were conducted and contributions from experts on the field were solicited to collect and select case studies of interest, respecting the following criteria: (1) prevention or intervention programme with an pre- or quasi-experimental design, (2) relevance to GBVH, (3) heterogeneity of perpetrators and victims, (4) gap-filling potential given what is known from published research, (5) novelty or innovative approach to the phenomenon, and (6) practical applicability. The results section is divided into a general overview of findings, a level of implementation (individual and organisational), a gender analysis, and a deeper analysis section. The 17 analysed case studies show an overemphasis on individual-level educational interventions, mainly directed at healthcare workers (as victims), leaving aside patients and their relatives, who are the majority of perpetrators. These interventions particularly focus on training and educational programmes aimed at improving workers’ awareness, communication skills and capacity to respond to violent incidents. While these approaches are valuable in mitigating the adverse consequences of WPV, they are insufficient on their own to effectively prevent violent incidents. The potential role of bystanders in interrupting and de-escalating violent situations remains largely overlooked. Furthermore, many interventions disproportionately target nurses and nursing students, suggesting the underrepresentation of other healthcare professionals. The results also highlight the importance of recognising the gendered and cultural dimensions of WPV and harassment, which remain insufficiently integrated in existing interventions. There is also a lack of long-term assessment of improvements reported shortly after interventions. Although less reported, organisational-level interventions demonstrate strong potential. In particular, systemic interventions that use novel technological and digital solutions to address underreporting at the organisational level, improve surveillance systems, and foster a perception of safety at work. Integrating artificial intelligence (AI) and implementing protocols that hold perpetrators responsible based on their actions, role, clinical conditions and the gender aspect of violence should be addressed. The complex phenomena of WPV and GBVH, shaped by multiple determinants, call for a careful reflection on these findings to provide several practical recommendations for the promotion of safer and healthier workplaces in healthcare, which should be taken together in multi-level interventions, considering individual, interpersonal, organisational, socio, and intercultural levels in an integrative and coherent way. Therefore, practical recommendations can be summarised as follows:  Promote implementation of multi-level interventions  Expand interventions to all healthcare professional groups and relevant actors  Strengthen reporting, monitoring, and surveillance systems  Integrate gender-sensitive approaches  Increase intercultural literacy in healthcare  Implement long-term evaluations to assess sustained impact.

2026-01-01T00:00:00Z Fagundes, Patrícia http://hdl.handle.net/10174/42620 2026-09-21T14:07:35Z 2026-09-09T23:00:00Z

Title: Liderança em contextos de crise: Desafios e aprendizagens Authors: Fagundes, Patrícia Abstract: Não facultado pelo autor.

2026-09-09T23:00:00Z Cole, Bruno Salgado Cruz, Elisabete Piedade, João http://hdl.handle.net/10174/42572 2026-09-08T13:52:56Z 2026-01-01T00:00:00Z

Title: Suporte institucional à inovação pedagógica com tecnologias digitais no ensino superior: Revisão Sistemática da Literatura. Authors: Cole, Bruno Salgado; Cruz, Elisabete; Piedade, João Abstract: Introdução. A integração de tecnologias digitais (TDs) no ensino superior tem exigido análise das condições institucionais que sustentam sua adoção sustentável. Neste artigo procurámos analisar de que forma a literatura científica tem caracterizado e avaliado a eficácia dessas condições necessárias à integração das TDs no ensino superior. Metodologia. Realizou-se uma Revisão Sistemática da Literatura (RSL), conforme diretrizes PRISMA 2020, com buscas nas bases Scopus, Web of Science e ERIC, resultando num corpus de 28 artigos publicados entre 2015 e 2024. Resultados. A análise identificou seis eixos centrais de suporte: formação docente e desenvolvimento profissional; infraestrutura tecnológica e suporte técnico; políticas, governança e incentivos; sustentabilidade e qualidade; bem-estar e tecnoestresse; e desenho pedagógico e inovação. Discussão. Conclui-se que a integração digital sustentável depende de estratégias institucionais ecossistêmicas que articulem apoio técnico, pedagógico, organizacional e emocional, reduzindo a dependência da agência individual docente e fortalecendo culturas organizacionais mais resilientes e equitativas.

2026-01-01T00:00:00Z Arcadinho, Ana Prates, Mónica Folque, M. A. http://hdl.handle.net/10174/42569 2026-09-08T13:51:25Z 2026-01-01T00:00:00Z

Title: Diálogos intergeracionais na formação inicial de monodocentes: o que dizem os estudantes? Authors: Arcadinho, Ana; Prates, Mónica; Folque, M. A. Abstract: Neste artigo analisamos os contributos dos diálogos intergeracionais (DI) para a construção da profissionalidade docente na formação inicial de monodocentes. Apresenta-se um estudo de caso de duas experiências desenvolvidas no início da Licenciatura em Educação Básica (LEB): 1) nas aulas do 1º ano onde as estudantes escutaram histórias profissionais na 1ª pessoa de educadores/as de infância e professores/as do 1.º CEB; 2) no Projeto FYT-ID Cinquenta Anos de Docência em que estudantes do 2º ano entrevistaram educadoras de infância ou professoras do 1.º CEB. A análise das narrativas de doze estudantes (seis de cada contexto), apoiada nas dimensões da profissionalidade de Evans (2014) e em temáticas emergentes, permitiu compreender os significados atribuídos aos diálogos e interações com educadores de infância e professores do 1.º CEB empenhados. As narrativas realçam a forte experiência formativa dos DI e dirigem-se às diversas componentes da profissionalidade embora exista maior proeminência na componente atitudinal, seguida da comportamental e, por fim, a intelectual. Emergiram, ainda, a valorização dos docentes como referências, perceções sobre desafios atuais da profissão e relações entre a própria biografia e projeto profissional dos estudantes. O estudo aponta para a necessidade de incluir precocemente na formação inicial diálogos intergeracionais sob a forma de narrativas profissionais capazes de mobilizar os estudantes para as componentes intelectuais ou comportamentais da profissão mas também para a componente atitudinal que incorpora dimensões emocionais, afetivas e sociais da profissão, permitindo uma formação mais humanizada.

2026-01-01T00:00:00Z