E-Procurement and Innovation in the Portuguese Municipalities: When Change Is Mandatory

Changing the traditional pattern of public procurement for an electronic paradigm is a radical innovation involving major organizational changes, the breaking up of traditional processes and practices, obsolescence of knowledge and skills. Going beyond the European Commission's recommendations, in 2009 Portugal pioneered in making e-procurement mandatory in the pre-award phase, in a European context of multiple technical standards and lack of interoperability of electronic platforms across the EU countries. Six years later, when the creation of a European e-procurement single market is a EU mission and a major legislative amendment is underway in Portugal, this study looks at the relationship between e-procurement and innovation in the Portuguese municipalities aiming to understand the extent into which the adoption of e-procurement embraced a real organizational change or, on the other hand, if it just represented a mere adaptation of the usual procurement practices. The study draws on data from an electronic survey to all municipalities in mainland Portugal and the analysis is mainly descriptive and exploratory. The paradigm shift in public procurement involves major organizational changes but, overall, the results suggest that most municipalities do not have a clear understanding of the innovative scope (depth and diversity) implied by e-procurement. E-procurement shows advantages over the paper-based model but an unbalanced perception of the innovation dimensions has influenced the implementation of e-procurement and the degree of organizational change.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.

Nursing training in Brazil and in Portugal: similarities and specificities

Objective: To identify similarities/specificities in the nursing training in Brazil and in Portugal. This is a documentary research conducted in two higher education institutions, in January 2013. Method: It was focused on the National Curriculum Guidelines and on the Bologna Process. Results: Common points: objectives and profile of the newly-trained nurses grounded on competencies; teaching of education in/for health. Brazilian specificity: universal admission; three disciplines focused on research; mandatory discipline related to elderly care; two optional disciplines: Alternative therapies and Brazilian Language of Signs; insertion of complementary activities, actions in teaching/research/extension; basis of teaching: compliance with the Brazilian Unified Health System. Portuguese Specificity: admission with regionalized medical certificate; grounded on the European Credit Transfer and Accumulation System; compulsory disciplines: Clinical Reasoning in Nursing; Family Nursing; Development throughout life; Rehabilitative Nursing and Prospects of development of the Nursing; two optional disciplines: entrepreneurship and arts; basis of teaching: clinical teaching. Conclusions: There are similarities and specificities between the surveyed courses.