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.

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 .…”