Significant learning in Biostatistics: discipline analysis in a Nursing course

Abstract

We aimed to evaluate Biostatistics teaching planning in a Nursing undergraduation course through the identification of methodological approaches that promote a significant learning. This is a documental research with comparison between educational planning documents and a didactical-pedagogical verification form, which was applied from April to May 2014, in Ceará State, Brazil. The results were organized in charts. The learning objectives followed the teaching proposal; however, the verbs used were distant from the competency-based teaching planning. The teaching strategies were traditional, although they had some advances with regard to group discussions and activities integrated in seminars. The written tests method had more prevalence in evaluations, and bibliographical references were taken from books whose years were obsolete. The teaching planning could be reorganized considering the addition of active methodologies based on critical pedagogy, which would contribute to professional formation.