Pedagogical practices and learning processes

Abstract

Objective: to identify the configuration and institutionalization of pedagogical practices and teaching processes in the discipline of nursing, as well as the proposals that emerge for the integral human development, according to the humanistic approach underlying the profession.
 Methodology: integrative literature review based on the question: What are the scientific products that suggest the configuration and institutionalization of pedagogical practices and learning processes in nursing?
 Results: 78 articles were selected of which 58 formed the final sample which allowed for the structuring and analysis of two categories: pedagogical practices, a process of reflection and transition; critical pedagogy and learning processes, a challenge for the discipline.
 Conclusions: Nursing has a legacy of biomedical-traditional educational models, which have shaped a positivist teaching-learning process. In this historical process, one of the priorities is knowing the model institutionalized by academic programs with the aim of discussing and rethinking its coherence with the disciplinary phenomenon: care.

Conceptual Models and Theories Applied to Nursing Education in Intercultural Contexts: State of the Art

“… 26 Thus, through this and the use of praxis, emancipation of those who are oppressed is achieved, given that the work with both will allow subjects to be critical about social reality. 27 This theory is sustained by culture and the recognition of cultural diversity, understood as “differences in skin color, race, ethnicity, nationality, socioeconomic status, level of education, employment status, and religion”. 20 Nevertheless, in the articles reviewed, this concept was addressed in nursing care and the theory by Freire is focused on education.…”

“…In the nursing practice, it is expected for this view to support the transformation of teaching the profession, 28 in the sense that it considers the professor as a companion and the student is assumed as an agent of social change, which in the educational interactions achieve the interpretation, transformation, and intervention of the problems and needs of the community. 29 …”

Trayectorias académicas de estudiantes de la Licenciatura en Enfermería de la Universidad Nacional de Tucumán a través del análisis de indicadores de rendimiento académico

“…Un dato llamativo es la alta proporción de materias con promedio aplazo en el tercer año de la carrera. Esto podría relacionarse con el desacople entre el alumno supuesto y el alumno real (23) ; dicho en otras palabras, con las diferencias existentes entre las expectativas docentes, respecto a lo que es la educación superior y las representaciones que construyen sobre sus estudiantes y las diferencias entre las trayectorias académicas teóricas y las reales, que en general se visibilizan como problemas individuales de "estudiantes que no estudian lo suficiente", "no saben nada", "no comprenden lo básico", como suele escucharse en el entorno universitario, en donde nada del orden institucional es interpelado y nada de la práctica docente es revisada (24) .…”

Evaluación de experiencias formativas en enfermería para el cuidado de personas mayores

“…La valoración de las didácticas implementadas en la asignatura permite establecer la necesidad de reflexión por parte de los profesionales de enfermería que se dedican a la docencia, respecto de sus prácticas pedagógicas y cómo estas incorporan aspectos epistemológicos de su disciplina en el proceso de enseñanzaaprendizaje 30 . Lo que conlleva a la exploración de paradigmas de formación diferentes a los tradicionales que se vinculan con visiones positivistas de la docencia y del currículum, como se ha evidenciado en otras investigaciones 31 .…”