ESSa - Artigos em Revistas Não Indexados à WoS/Scopus
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Browsing ESSa - Artigos em Revistas Não Indexados à WoS/Scopus by Sustainable Development Goals (SDG) "04:Educação de Qualidade"
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- Ageing at work: impact and consequences – a scoping reviewPublication . Magalhães, Carlos Pires; Fernandes, Adília; Vaz, Josiana A.; Pereira, Ana Maria Geraldes Rodrigues; Monteiro, António M.; Fernandes, Hélder; Fernandes, Hélder; Brás Alves, SaraAgeism, characterised by discriminatory aYtudes towards older individuals based on nega've stereotypes, is present in various aspects of society, including workplaces, public spaces, and healthcare seYngs, influencing the psychological well-being of the ones affected. Par'cularly in the workplace, ageism poses significant challenges for older workers, affec'ng their produc'vity and job sa'sfac'on. As the workforce con'nues to age globally, it’s becoming increasingly important to address the consequences of ageism on psychological health. Methods: A scoping review to map the evidence concerning the impact of ageism on the psychological state and wellbeing of older workers. Following the JBI methodological recommenda'ons, search was realized from March to April 2024, using PubMed, MedLine and CINAHL databases as well as grey literature to iden'fy relevant ar'cles. Studies in which the par'cipants were older adults, focusing on the influence of aging on psychological well-being within occupa'onal contexts. Were included studies published in English, Spanish and Portuguese developed in the last 10 years. From 38 cita'ons ini'ally retrieved, 8 ar'cles met the inclusion criteria.
- A call for norm-consciousness as points of departure in nursing educationPublication . Arveklev, Susanna H.; Castillo, Ivan Andrés; Skalná, Markéta; Drotarova, Lucia; Veiga-Branco, Augusta; Dahlborg, Elisabeth; Meireles, António; Klaeson, Kicki; Eriksson, HenrikThis discussion paper highlights the necessity of norm-critical and norm-creative approaches in nursing education to address healthcare inequalities. Traditional curricula have inadequately engaged with intersectional perspectives, marginalizing various social groups. By integrating norm-conscious pedagogy, nursing students can critically analyze power structures and develop inclusive healthcare solutions. The “Breaking Fences” project introduces innovative tools, such as the norm-lab+, to foster reflexivity and challenge discriminatory norms. Emphasizing social justice, sustainability and self-awareness, this approach equips future nurses to recognize and counter biases, ultimately promoting equitable healthcare practices. Implementing norm-conscious education is crucial for advancing inclusivity and social responsibility in nursing.