Estrategias didácticas desarrolladas con estudiantes de enfermería para el logro de competencias profesionales: Revisión integrativa

Abstract

The development of didactic strategies that contribute to the achievement of professional competences, requires a continuous thought of social relevance that guides the construction of disciplinary knowledge consistent with the epistemological nature of the profession and for the training of competent nurses. At present, nursing students report confusion and dissatisfaction with the progress of their learning, compromising the achievement of the provided competencies. It is essential to recognize the didactic strategies developed by nursing students to achieve learning outcomes, proposed as indicators of the quality of care learned, within the framework of professional compe tencies. In this work, an integrative literature review was carried out using the electronic resources of ProQuest and EBSCO, 15 studies were included, most of them quasi-experimental, carried out mainly in Brazil, during 2018. The use of active didactic strategies was identified, which involve the student in the construction of knowledge related to specific teaching-learning phenomena such as communication skills, instrumental (assessment, diagnosis or intervention). It is necessary to transit, through these strategies, to pedagogical and didactic proposals that articulate disciplinary knowledge for the analysis and resolution of care situations that are typically faced at the beginning of professional practice.