Prácticas de enseñanza en la educación de Enfermería: Encuentro entre lo disciplinar y lo pedagógico
Quality nursing education requires educational transformation processes, which involve teachers in reflection on their educational practice and the teaching processes they develop. Objective: To understand teaching practices in undergraduate nursing education. Methods: An integrative review, a...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Fundación de Estudios Superiores Comfanorte
2024-01-01
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| Series: | Mundo Fesc |
| Subjects: | |
| Online Access: | https://www.fesc.edu.co/Revistas/OJS/index.php/mundofesc/article/view/1593 |
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| Summary: | Quality nursing education requires
educational transformation processes, which involve
teachers in reflection on their
educational practice and the teaching processes they develop.
Objective: To understand teaching practices in
undergraduate nursing education. Methods:
An integrative review, a type of
secondary research, was conducted, which included 23 articles. The search was
conducted in the following databases: PubMed, Scielo, EBSCO
, and Google Scholar; applying open access filters
to full texts published between 2014 and 2023, in
English, Spanish, and Portuguese. The
recommendations of the PRISMA 2020 declaration were followed for
the search and selection of articles; and the
thematic analysis proposed by Dhollande et al. was followed. Results:
Of the 23 articles, nine corresponded to quantitative studies , nine to qualitative studies, three to literature
reviews , one mixed study, and one theoretical essay; they were mostly conducted in Latin America. The thematic analysis revealed the following themes: 1. The purpose of teaching and the meaning of being a teacher; 2. Teaching practices between disciplinary and pedagogical knowledge; 3. Teaching methods between tradition and innovation. Conclusions: Teaching methods represent the most frequently addressed topic in educational research across different contexts. Nursing professors recognize themselves as role models and examples, mediators of student learning, and who view teaching as an act of love and social commitment. Professors prioritize disciplinary knowledge and clinical experience over pedagogical knowledge in their teaching practice. This makes the development of teacher training programs for university professors imperative to ensure quality education and fulfill their commitment to contribute to the development of nursing as a discipline and profession. |
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| ISSN: | 2216-0353 2216-0388 |