Objective: Evaluating the implementation dynamics of the integrated curriculum in the nursing undergraduate program. Methods: A cross-sectional study on the change of the integrated curriculum of the nursing undergraduate course, with the use of an instrument for assessing the curricular dynamics that allowed reaching students and teachers. Results: Among the 89 participants, 22 were teachers and 67 students. In the group distribution, according to the adequacy levels of curriculum dynamics, 61% considered it as Very Adequate, 18% identified it as Fully Adequate; 9% said it was Adequate, and only 1% reported it to be Partially Adequate. Conclusion: The implementation dynamics of the integrated nursing curriculum was assessed as positive in the different components that constitute the movement of changes. ResumoObjetivo: Avaliar a dinâmica de implantação do currículo integrado no programa de graduação em enfermagem. Métodos: Estudo transversal sobre a mudança do currículo integrado de curso de graduação em enfermagem, com a utilização de um instrumento de avaliação da dinâmica curricular que permitia atingir docentes e alunos. Resultados: Dos 89 participantes, 22 eram docentes e 67 discentes. Na distribuição do conjunto, segundo os níveis de adequação da dinâmica curricular, 61% consideraram como Muito Adequado, 18% apontaram como Plenamente Adequado; 9% afirmaram ser Adequado e apenas 1% registrou ser Pouco Adequado. Conclusão: A dinâmica de implantação do currículo integrado de enfermagem foi avaliada como positiva nos diferentes componentes constitutivos do movimento de mudanças.

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This paper presents results of a research proceeded with the first group of nurses from the Pedagogical Training Course in Health Professional Education: Nursing, in Campo Grande-MS. It was intended to verify obtained knowledge expressed by the participants before and after course. Data were collected using structured forms with open questions, that were approached under metodological qualitative reference. It was observed that this course development as a movement, is considered an evolution and transforming moment in all levels of Nursing teaching. It is believed that the course's pedagogical training essence was assimilated by the students.

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