





































Microsoft Word - GRHE-V2N1-p71


Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 2, No. 1, 2019 
www.scholink.org/ojs/index.php/grhe 

71 
 

Original Paper 

Emotional Competence in a Gender Perspective: The 

Experiences of Male Nursing Students in the Sexual and 

Reproductive Health Clinical Teaching 

Paula Diogo1,2*, Madalena Oliveira1,2, Patricia Baltar1,3 & Hugo Martins1,3 

1 Nursing Research & Development Unit, Lisbon, Portugal  
2 Higher Nursing School of Lisbon, Lisbon, Portugal 
3 Fernando da Fonseca Hospital, Amadora, Portugal 
* Paula Diogo, Nursing Research & Development Unit, Lisbon, Portugal; Higher Nursing School of 

Lisbon, Lisbon, Portugal 

 

Received: January 17, 2019    Accepted: January 25, 2019    Online Published: February 22, 2019 

doi:10.22158/grhe.v2n1p71             URL: http://dx.doi.org/10.22158/grhe.v2n1p71 

 

Abstract 

In the Nursing Degree clinical teaching, gender stereotypes can influence the emotional experience of 

male students, with implications on their learning and competence’s development in a health care area 

that is predominantly female, since it is consensual that the emotional dimension of learning can 

stipulate the experiences of caring. The development of emotional competence promotes a greater 

capacity for adaptive resilience in the face of stressful situations; consequently, to be emotionally 

competent is to be able to find solutions in internal resources that emerge from emotions (especially its 

management) and from the motivation of each individual. This interrelation between emotions and 

gender prompts the understanding of the male nursing students’ emotional experience of provision of 

care in sexual and reproductive health. In order to understand this phenomenon, is proposed a 

research project with a qualitative approach, exploratory and descriptive. The data will be obtained 

from narratives written by nursing degree male student and also from clinical teaching supervisor 

nurses. Understanding students’ emotional experiences in clinical teaching of sexual and reproductive 

health, related to possible gender stereotypes and restrictions to care in this area, leading us to 

understand how emotion itself manages these genderized experiences, what sense it gives them and 

how it incorporates them into learning in clinical teaching. 

Keywords 

clinical teaching nursing, male students, gender stereotypes, sexual and reproductive health, emotional 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

72 
Published by SCHOLINK INC. 

competence 

 

1. Introduction 

Historical findings reveal that Caring is associated with female, who traditionally is the one who 

assumes the role of caregiver, to whom is attributed greater sensitivity, availability to help the other and 

greater predisposition in affective and emotional sphere. To man were meant other tasks such as 

hunting, work and war. This social division of labour allowed the maintenance of life (Collière, 2000).  

Moreover, the nursing history refers to the associated care of female labour, in the case of a profession 

in which health care is “instinctive”, which led to the current health care being provided by religious 

and still imminently feminine. However, the multiple changes in the roles of men and women in recent 

decades in the public and private sphere, allowed both to coexist in the same space and to perform the 

same functions. Nowadays, men intervene in a series of activities and tasks, gaining a new role in the 

sphere of caring. Nonetheless, multiple gender stereotypes persist that condition individual and 

collective behavior, especially in the area of health and education (Oliveira, 2016).  

With regards to healthcare, gender issues arise in Portugal linked to sexual and reproductive health, 

historically a dimension of women’s care; so ensuring equal opportunities in this area of care also 

implies creating similar opportunities for nursing students, female or male, analyzing how health 

services are organized according to gender, perceive how male students emotionally experience these 

genderized experiences and generate the emotions that result from eventual gender stereotypes, likely 

to influence their learning in clinical teaching in this area. Nevertheless, it is important to dwell on the 

fact that nursing care is distinct if provided by a man or a woman. They are distinguished in the 

intersubjective encounter, since gender crosses all our behaviors, all our attitudes and relationships 

(Renaud, 2010). It therefore seems important to reflect on how the concept of Caring has been 

presented socially and culturally, since it has been shaped by compliance with the female stereotype. 

 

2. Literature Review 

2.1 Gender and Health Care 

Over time stereotyped representations of care have been questioned leading to changes in 

organizational contexts which are supported by values that promote gender equality. However, 

distinguish between concepts of sex and gender seems crucial. While the former refers to physical 

characteristics which identify the sex each person belongs to (Amâncio, 1994) the latter refers to the 

socially constructed differences between female and male (Aboim, 2007), corresponding, on the 

theoretical level, to the purpose of placing the question of gender differences in the social research 

agenda, removing it from the domain of biology (Amâncio, 2003). 

This last concept emerged from women’s studies in the 1970s, conducted by women’s movements 

demanding equal rights, and intended to report on the psychosocial and cultural differences that existed 

at a particular social, historical and political moment (Scott, 1995; Amâncio, 2004; Louro, 2008). For 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

73 
Published by SCHOLINK INC. 

Scott (1995), it is defined as the social discourse produced on the biological sex itself. Thus, when we 

talk about gender we are referring to social symbolism and not only centered on biological determinism 

(Crespo, Ferreira, Couto, Cruz, & Joaquim, 2008), so the terms sex and gender should not be used as 

synonyms. 

Through social learning this “incorporation” of gender has its genesis in the early years of childhood; it 

is a process that precedes the perception of the body itself sexed by the child and is translated into a set 

of social expectations (for example the color of the clothing, toys, how to behave) and internalization of 

gender roles conveyed by family, school or media which are essential for this process (Giddens, 2008). 

It acts as a social “filter” that allows the child to understand the world and its own existence in a social 

discourse on biological assumptions (ibid). Gender can be considered as an important social marker 

(Giddens, 2008) identifying us as male or female (nowadays with a greater tendency to break this 

polarization) and is also one of the social determinants of health. 

It is, therefore, crucial to study gender in healthcare and to explore the inequities created by it in order 

to reduce and even eliminate them (Prazeres, 2009). This, however, requires a greater clarification of 

the complex matrix of variables that support it, from the conceptual point of view to the daily aspects in 

which it manifests (ibid). Whilst there has been an effort in the social field to empower female, 

inequalities still persist with regards to the various spheres of male’s life including healthcare, and 

gender studies by women have been increasingly problematizing issues related to masculinities (Wall, 

Cunha, Atalaia, Rodrigues, Correia, & Rosa, 2016). The classic representations of masculinity and 

femininity coexist in contemporary times with new representations about what it is to be a man and a 

woman, which affect the way we look at care, people cared for and caregivers. Health institutions, on 

the other hand, are not “alien” to these processes and often appear as privileged spaces for the 

reproduction of gender relations, thus justifying the present research proposal. 

2.2 Sexual and Reproductive Health 

The concept of sexual and reproductive health emerges from the International Conference on 

Population and Development, held in Cairo in 1994, and originated the designation of “Reproductive 

Rights and Reproductive Health” defined as “a state of complete physical, mental and social well, and 

not only the absence of disease, in all matters related to the reproductive system, in its functions and 

process” (United Nations, 1995, p. 17). However, in order to have reproductive health it is necessary 

that “people are able to have a satisfactory and secure sexual life, that they have the capacity to 

reproduce and the freedom to decide to do so, whenever and as often as they wish” (United Nations, 

1995, p. 17). It is a matter of human rights to “ensure that women and man have access to the 

information, education and services necessary to achieve good sexual health and to exercise their 

reproductive rights and responsibilities” (United Nations, 1995, p. 18). 

Sexual health, understood as life-enhancing and interpersonal relations (DGS, 2008), integrates the 

issues of sexuality considered an important human dimension that influences the quality of life; it 

includes not only factors of a biological nature but also psycho-affective, sociocultural, ethical-legal, 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

74 
Published by SCHOLINK INC. 

political, and historical factors (WHO, 2006). Sexuality exists throughout the entire life cycle of the 

individual and can be expressed in multiple ways, enriching life and interpersonal relationships; it is 

not limited to reproductive function, but can be translated as the search for intimacy and pleasure, 

fulfilling also the need for communication. Identity issues (related to sex and gender identity), roles and 

gender relations, also integrate this comprehensive concept that is not just about sex (WHO, 2006). 

The concepts of sexual health and reproductive health are thus closely related (although nowadays in 

the face of a new paradigm that dissociates reproductive sexuality) and the inherent rights are deepened 

throughout the 1990s, at the International Conference on Women in Beijing (1995), were embodied in 

the Sexual and Reproductive Rights Charter (IPPF, 1996) and later, in the Declaration of Sexual Rights 

(IPPF, 2008), documents aimed at their promotion and protection. These initiatives made it possible to 

understand that, by intervening in sexual and reproductive health issues involving female and male, 

positive relations between the two were also being promoted, and so was equality and gender equity. 

In recent years, it has come to affirm the importance of investing in sexual and reproductive health 

issues as drivers of development and sustainability. Some of the eight Millennium Development Goals 

were linked to sexual and reproductive health (issues such as maternal morbidity and mortality, 

improved maternal health, fighting HIV/AIDS, fighting poverty, hunger or gender equality); some have 

been achieved but many are still to be met (United Nations, 2015). It is therefore necessary for the 

health care and nursing interventions in sexual and reproductive health to focus on a diversified set of 

services, techniques and methods that contribute to the health and reproductive well-being, giving 

appropriate responses to the needs of man and women in this area, throughout the life cycle (DGS, 

2008).  

2.3 Male Students’ Difficulties in a Traditionally Feminine Care Area 

Concerning the context of nursing clinical teaching in the area of Sexual and Reproductive Health, 

issues related to gender stereotypes, understood as prejudices or models that are established as standard, 

may arise and create obstacles to care (the caregivers, the supervisors or the clients); likewise, they can, 

simultaneously, influence the emotional experience and, simultaneously, the teaching-learning process 

of the male students. These stereotypes are based on social roles that historically have associated 

women to expressive function and man to instrumental function (as is the case of professions 

understood as an extension of informal care in a given field, such as nursing or education, where there 

may be devaluation of the care itself). In fact, Couto, Silva, Schraiber, Gomes and Figueiredo (2011) 

report that health professionals can adopt different behaviors towards men and women based on 

stereotypes. In this sense, since traditional gender roles shape social relations, which are perpetuated by 

beliefs and values socially transmitted though not always perceived, we can also think that patients 

might behave differently when cared for by female or male nurses (CIG, 2012). This may condition the 

access of male students to areas of care with more feminized representations such as sexual and 

reproductive health. Nevertheless, Renaud (2010) states that the intersubjective encounter conditioned 

by gender has no impact in the professional competence or quality of care as men and women may 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

75 
Published by SCHOLINK INC. 

display the same ethics, although phenomenally different. 

Gender relations are also historically issues of power (Scott, 1995) and although gender equality is a 

fundamental value of the European Union, enshrined in the various European Treaties, we still witness 

strong inequalities in access, promotion and maintenance of male’s health (Prazeres, 2009); in some 

professions the expectations still seem to be gender-based. With regards to healthcare, gender issues 

arise in Portugal in 2009 linked to sexual and reproductive health, historically a dimension of women’s 

care. In this sense, introducing the gender perspective in this area of care is also a way to promote 

gender equality.  

Several Equality Plans have already identified the gender perspective as a priority within health 

policies extended to all areas of society. However adequate skills and tools are required, and the 

concept of gender mainstreaming, acknowledged as the set of measures and strategies that promote 

gender equality (Perista & Silva, 2005). In Portugal, the 5th National Plan for Gender Equality, 

Citizenship and Non-Discrimination (2014-2017), approved by Council of Ministers Resolution No. 

103/2013, defines gender equality as referring to the rights and freedoms of men and women with a 

view to equal opportunities, participation and recognition in the various spheres of life (public and 

private). When it concerns to sexual and reproductive health services, despite some changes, the 

accessibility of men to care is hindered by concrete physical barriers (lack of adequate spaces, 

bathrooms, eating places, own circuits, written information addressed to them). This may also influence 

students’ perceptions of how they are accepted as male students by clients and clinical supervisors, in a 

much feminized care area. Ensuring equal opportunities, implies creating similar opportunities for 

students, male and female, analyzing how health services are organized according to gender, and 

understand how male students emotionally perceive these genderized experiences, and how they 

manage the emotions that stem from eventual gender stereotypes likely to influence their learning in 

this area of practice. 

2.4 Gender and Emotional Competence 

Nursing training, especially in a practice setting, should not be confined to the technical and scientific 

process, but also emphasize the student’s personal development by the generating role that he has in all 

competences, especially those of a relational nature (Rabiais, 2010). That is, it is not possible to 

separate cognitive, social, affective and emotional dimensions when clarifying the factors that underlie 

the Nursing Care learning development. In addition to the other dimensions, the emotional dimension is 

essential not only for nursing practice but also for the student who often seeks success in a turbulent 

tangle of experiences, thoughts, and emotions that he needs to learn how to manage. To analyze the 

care process as a relational process impregnated with emotions and feelings (Diogo, 2015), becomes an 

attractive horizon because the emotional experience is omnipresent in each act of caring. The emotional 

labour is inherent to professional performance, which justifies the awareness of using those in the 

relationship with the clients, making it important to understand how nurses should seek and develop the 

human feeling experience as an instrument of care (Diogo, 2006). Emotions give meaning and guide 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

76 
Published by SCHOLINK INC. 

the nurse’s actions by being explicitly intentional in their care (Diogo, 2015).  

Regarding emotional competence, some authors point out that there are no gender-specific differences; 

nevertheless, they alert that different management strategies for emotions may be used depending on 

whether they are male or female (Erickson & Ritter, 2001). Kumar (2014), in her study on Emotional 

Labour, Emotions and Gender Management—who sought to analyze the emotional management of 

nurses from a gender perspective—concluded that there are no significant differences in the strategies 

adopted by participants concerning emotional management (repression or emotional disguise or 

seeking external support). Regarding the analysis of participants’ perspectives on gender issues (for 

example gender effects and stereotypes) revealed that they are clearly felt. In this study it is also 

reported that women are better prepared for emotional management than men, and there is evidence of 

occupational segregation in certain professions, as previously mentioned by Taylor and Tyler (2000). 

On the other hand, Cottingham, Johnson, and Erickson (2017) in their study with nurses in the USA, 

conclude that there are differences, not only in emotional management but also in job satisfaction. The 

results indicate that gender seems to moderate the work of emotional management, which is associated 

in the case of men with its social “greater status”. Getting less emotionally involved is less affected by 

negative emotions, and even when they get involved they are less likely to cover up these emotions 

which contributes to greater job satisfaction. 

Currently, emotional involvement is a concept closely related to nursing care, characterized by nurses’ 

sensitivity to the client’s emotional needs (Morse, Bottorff, Anderson, O’Brien, & Solberg, 2006). The 

same authors emphasize that the nurse, as an element who cares and is close to clients, absorbs their 

suffering experience. Despite not being able to be away from this fact, it plays an important role in 

relieving suffering through interventions that depend on the way stands emotionally (focused on 

himself or on the client). It is in the daily care of the different clinical contexts that the nursing student 

comes in contact with the clients, establishing a relationship that determines the mobilization of their 

emotions, which can be a source of discomfort. Specifically, in end-of-life client care, students reveal 

an increased need for emotional support (Terry & Carroll, 2008; Diogo, Rodrigues, Sousa et al., 2017). 

These experiences generate powerlessness in the way the student sees its performance, touched by the 

difficult management of their emotions, often mirrored in feelings of abandonment and guilt (Terry & 

Carroll, 2008). The revelation of these feelings highlights the importance of supervising nurses for the 

student as emotional support elements in emotionally intense situations (Terry & Carroll, 2008) to 

enhance emotional competence (Diogo, Rodrigues, Sousa et al., 2017). 

According to Xavier (2013) the construct of “emotional competence” is not consensual and there is no 

clear definition of what it entails and defines. But it seems consensual that it is based on emotional 

intelligence, which is in line with Goleman (2010). Xavier (2013) also points out that the construct 

emotional competence includes various processes, giving rise to a variety of consequences, as well as 

allow us to understand, express and properly regulate the emotional phenomena. For the nursing 

researcher, the development of emotional competence occurs throughout life, with training and nurses’ 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

77 
Published by SCHOLINK INC. 

emotional education acting as a preponderant role in optimizing its development. 

 

3. Statement of Problem  

3.1 Description of Research Problem and Questions 

Gender stereotypes impacts on the development of male’s emotional competence and influence sexual 

and reproductive health care. This problem is accentuated by male student’s difficulties in access to 

sexual and reproductive health care and their restricted participation in sexual and reproductive health 

learning activities.  

Considering the purpose of this research project—to explore the emotions experienced by male 

students in a nursing practice setting in the sexual and reproductive health area—we intend to answer 

the following questions: 

- What are male students’ emotional experiences? 

- What are the feelings triggered by the restrictions on nursing care related to gender stereotypes? 

- How they perceive these experiences? Do they review and incorporate the practice of care in the 

context of sexual and reproductive health? 

- What emotional management strategies do they use and how do they promote the development of 

emotional competence that positively influences care in the area of sexual and reproductive health? 

It is indeed important to answer the previous questions, which can shape the Caring experience, since 

the teaching-learning process can be influenced by the affective-emotional dimension. 

3.2 Study Objectives 

For the development of this project the following objectives were established: 

- Understand the emotional experience of students of bachelor’s degree in nursing in clinical teaching 

in the 3rd and 4th year in sexual and reproductive health.  

- Analyze the gender stereotypes that influence students’ emotional experience in the sexual and 

reproductive health area. 

- Identify the emotional management strategies mobilized by the male students in the sexual and 

reproductive health area. 

 

4. Method 

4.1 Research Design Overview 

Qualitative approach, descriptive and exploratory. This project is structured in two phases: 

- In the first phase, 18 learning journals written between 2009 and 2017 by male students in clinical 

teaching, in the area of sexual and reproductive health, will be analyzed. 

- In the second phase, a Workshop will be held with clinical supervisor nurses, in which the 

participants will be trained to include the gender perspective in clinical teaching, analyzing with them 

the results of the work performed in the first phase of this project. This Workshop will also allow the 

collection of contributions by the participating nurses (in the form of possible strategies identified by 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

78 
Published by SCHOLINK INC. 

them) through a focus group. 

The data analysis will be performed according to the conventional content analysis technique (Hsieh & 

Shannon, 2005) in which the coding of categories derives directly from the text data through a 

predominantly inductive reasoning, and using the Software Nvivo 10 for organization and extraction 

the data relevant to the study. 

4.2 Study Participants  

Eighteen male students in years 4 of the Nursing Degree, in the scope of clinical teaching of sexual and 

reproductive health, and twelve nurse’s supervisors in the same clinical setting. 

4.3 Participant Recruitment 

In compliance with the ethical principles in research, in April 2017 authorization was requested to the 

presidency and ethics committee of the Nursing School for the use of the content extracted from the 

learning journals written by the male students. The authorization was granted upon contact with them 

to obtain written informed consent. The participating nurses will give their consent during the 

Workshop. Throughout the entire investigation process the confidentiality of the collected data will be 

guaranteed by eliminating the names of students and nurses, assigning an identification code, to which 

only the researchers of the educational institution will have access. 

 

5. Expected Results 

The inclusion of the gender perspective in clinical teaching is an additional challenge for the area of 

sexual and reproductive health, since it is a traditionally female domain of care that has historically, 

socially and culturally excluded male as caregivers and as subjects of care. By having as target client’s 

predominantly healthy people of reproductive age, to experience processes associated with sexuality, 

reproductive issues and family processes, requires an approach focused on the emotional and relational 

issues, but also gender sensitive. It is possible that male nursing students may feel “displaced” in a 

predominantly feminized environment, such as in the area of sexual and reproductive health, where 

they have to deal with eventual gender stereotypes, clients and clinical supervisors, often female, a 

wealth of feminized written and oral information, often conveyed in sexist and non-inclusive language. 

This task will be hindered if they have not been provided with gender-sensitive training during the 

academic teaching and are not guided by gender-aware persons, such as clinical supervision nurses. 

Under these conditions, students’ increased work (in relation to their female peers) is revealed by being 

able to deconstruct gender stereotypes, “filtering” their own representations and associated emotions 

about caring in this area and representations of clients and clinical supervisors. It is known that 

emotional competence promotes greater adaptive resilience capacity in the face of stressful situations. 

Understanding students’ emotional experiences in clinical teaching of sexual and reproductive health, 

related to possible gender stereotypes and restrictions to care in this area, may facilitate the study of the 

phenomenon—gender stereotypes from the perspective of the male student, leading us to understand 

how emotion itself manages these genderized experiences, what sense it gives them and how it 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

79 
Published by SCHOLINK INC. 

incorporates them into learning in clinical teaching. On the other hand, the contribution of clinical 

nurse supervisors will be equally important for the co-construction of strategies to improve the students 

learning conditions and to promote more equitable educational experiences with regard to gender. By 

training these professionals to recognize and work on these stereotypes, we are helping students to 

promote a more holistic approach in nursing practice. 

 

References 

Aboim, S. (2007). Clivagens e continuidades de género face aos valores da vida familiar em Portugal e 

noutros países europeus. In K. Wall, & L. Amâncio (Eds.), Família e género em Portugal e na 

Europa: atitudes sociais dos portugueses (pp. 35-91). Lisboa: Imprensa de Ciências Sociais. 

Amâncio, L. (1994). Masculino e feminino: A construção social da diferença. Porto: Afrontamento. 

Amâncio, L. (2003). Ogénero no discurso das ciências sociais. Análise Social, 188, 687-714. 

Amâncio, L. (2004). Aprender a ser homem: Construindo masculinidades. Lisboa: Livros Horizonte.  

CIG. (2012). Guião de educação género e cidadania. Lisboa: CIG.  

Collière, M. (2000). Promover a vida: Da prática das mulheres de virtude aos cuidados de 

enfermagem. Lisboa: Lidel. 

Cottingham, M., Johnson, A., & Erickson, R. (2017). “I Can Never Be Too Comfortable”: Race, 

Gender, and Emotion at the Hospital Bedside. Qualitative Health Research, 1-14. Retrieved from 

https://www.ncbi.nlm.nih.gov/pubmed/29094641 

Crespo, A., Ferreira, A., Couto, A., Cruz, I., & Joaquim, T. (2008). Variações sobre sexo género. 

Lisboa: Livros Horizonte. 

DGS. (2008). Saúde reprodutiva: Planeamento familiar. Lisboa: DGS. 

Diogo, P. (2006). A vida emocional do enfermeiro: Uma perspectiva emotivo-vivencial da prática de 

cuidados. Coimbra: Formasau. 

Diogo, P. (2015). Trabalho com as emoções em Enfermagem Pediátrica: Um processo de metamorfose 

da experiência emocional no ato de cuidar (2nd ed.). Loures: Lusodidacta. 

Diogo, P., Rodrigues, J., Sousa, O., Martins, H., & Fernandes, N. (2017). Desenvolvimento de 

competências emocionais do estudante de enfermagem em ensino clínico: A função de suporte do 

enfermeiro supervisor. In D. Paula (Ed.), Investigar os Fenómenos Emocionais da Prática e da 

Formação em Enfermagem (pp. 149-194). Loures: Lusodidacta. 

Erickson, R., & Ritter, C. (2001). Emotional labor, burnout, inauthenticity: Does gender matter? Social 

Psychology Quarterly, 64(2), 146-163. https://doi.org/10.2307/3090130 

Faria, L., & Lima Santos, N. (2011). Questionário de competência emocional. In C. Machado, M. 

Gonçalves, L. Almeida, & M. Simões (Eds.), Instrumentos e contextos de avaliação psicológica 

(pp. 67-80). Coimbra: Almedina. 

Giddens, A. (2008). Sociologia (6th ed.). Lisboa: Fundação Calouste Gulbenkian. 

Goleman, D. (2010). Inteligência Emocional (13th ed.). Lisboa: Temas e Debates. 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

80 
Published by SCHOLINK INC. 

Hsieh, H., & Shannon, E. (2005). Three approaches to qualitative content analysis. Qualitative Health 

Research, 9, 1277-1288. https://doi.org/10.1177/1049732305276687 

IPPF. (1999). Carta dos direitos sexuais e reprodutivos. Lisboa: Secretaria das ONG do Conselho 

Consultivo da CIG.  

IPPF. (2008). Declaração dos direitos sexuais. Lisboa: Secretaria das ONG do Conselho Consultivo da 

CIG.   

Kumar, P. (2014). Trabalho Emocional, Gestão das Emoçõese e Género: Um enfoque nos profissionais 

dos serviços comerciais e da saúde. Dissertação de Mestrado: Mestrado em Gestão de Recursos 

Humanos, Universidade do Minho: Escola de Economia e Gestão. 

Louro, G. (2008). Género e sexualidade: Pedagogias contemporâneas. Proposições, 19(2), 17-23. 

https://doi.org/10.1590/S0103-73072008000200003 

Machin, R., Couto, M., Silva, G., Schraiber, L., Gomes, R., & Figueiredo, W. (2011). Concepções de 

género, masculinidade e cuidados de saúde: Estudo com profissionais de saúde da atenção 

primária. Ciência e Saúde Colectiva, 16(1), 4503-4512. 

https://doi.org/10.1590/S1413-81232011001200023 

Morse, J., Bottorff, J., Anderson, G., O’Brien, B., & Solberg, S. (2006). Beyond empathy: Expanding 

expressions of caring. Journal of Advanced Nursing, 1, 75-90. 

https://doi.org/10.1111/j.1365-2648.2006.03677.x 

Oliveira, M. (2016). O Cuidar e o género. Atas do I Congresso Internacional em Saúde Materna. 

Lisboa: ESEL. 

Perista, H., & Silva, A. (2005). Impacto em função do género: Avaliação de medidas de política. 

Cadernos Condição Feminina. Coleção Bem me Quer, 10. 

Prazeres, V. (2009). Género e Indicadores de Saúde. Lisboa: CIG. Retrieved from 

https://www.cig.gov.pt/wp-content/uploads/2014/01/159_164_t3c_capF.pdf 

Rabiais, I. (2010). Sensibilidade emocional dos estudantes de enfermagem na aprendizagem de cuidar. 

In A. Fernandes, Â. Santos, C. Barros, E. Guilherme, M. J. Martins, M. J. Miranda, & R. Vilela 

(Eds.), Emoções em saúde—Contributos (pp. 36-53). Fátima: Corrente Dinâmica. 

Renaud, I. (2010). O cuidado em enfermagem. Revista Pensar Enfermagem, 14(1), 2-8. Retrieved from 

http://pensarenfermagem.esel.pt/files/2010_14_1_2-8(2).pdf 

Resolução do Conselho de Ministros N.º 103/2013 de 31 de dezembro. (2013). V Plano Nacional para 

a igualdade de género, cidadania e não-discriminação 2014-2017, aprovado pela Resolução do 

Conselho de Ministros N.º 103/2013 de 31 de dezembro. Diário da República I Série, Nº 253 de 

31 de dezembro de 2013. 

Scott, J. (1995). Género: Uma categoria útil de análise histórica. Educação & Realidade: Gênero e 

Educação, 20(2), 71-99. Retrieved from 

https://edisciplinas.usp.br/pluginfile.php/185058/mod_resource/content/2/G%C3%AAnero-Joan%

20Scott.pdf 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 2, No. 1, 2019 

81 
Published by SCHOLINK INC. 

Taylor, S., & Tyler, M. (2000). Emotional Labour and Sexual Difference in the Airline Industry. Work, 

Employment & Society, 14(1), 77-95. https://doi.org/10.1177/09500170022118275 

Terry, L., & Carrol, J. (2008). Dealing with death: First encounters for first-year nursing students. 

British Journal of Nursing, 17(12). https://doi.org/10.12968/bjon.2008.17.12.30298 

United Nations. (1995). Report of the International Conference on Population and Development 

(Cairo). New York: United Nations. 

Wall, K. (coord.), Cunha, V., Atalaia, S., Rodrigues, L., Correia, R., Correia, S., & Rosa, R. (2016). 

Livro Branco: Homens e Igualdade de Género em Portugal. Lisboa/CITE. 

WHO. (2006). Definig sexual health: Report of a technical consultation on sexual health. Geneva: 

WHO. 

Xavier, S. (2013). Significar a competência emocional do enfermeiro na prestação de cuidados de 

conforto à pessoa em fim de vida (Tese de doutoramento em Enfermagem). Retrieved from 

https://ulsd067222_td_Sandra_Xavier.pdf 

 


