Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America

Authors

  • Lucila Cárdenas Becerril Universidad Autónoma del Estado de México
  • María Antonia Jiménez-Gómez Universidad Nacional de Colombia
  • María Dolores Bardallo-Porras Escuela Superior de Enfermería del Mar
  • Jesús López-Ortega Universidad de Jaén
  • Araceli Monroy-Rojas Universidad Autónoma Metropolitana Xochimilco
  • Vilanice Alves de Araújo-Püschel Universidade de São Paulo

DOI:

https://doi.org/10.17533/udea.iee.v38n3e14

Keywords:

education, nursing, thinking, curriculum, students, nursing

Abstract


Objective. The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America.

Methods. The article gathers the results of one of the objectives of the macro-project developed by the Iberian American Network on Nursing Education Research, titled Strategies to develop reflective and critical thinking in nursing students: Iberian America situation. To achieve this, a descriptive and exploratory research was conducted with qualitative approach. An instrument created for this project was used, along with some guiding questions to focus the information.

Results. Eight countries participated (Bolivia, Brazil, Colombia, Ecuador, Spain, Mexico, Peru, and Venezuela), which contributed information from 189 curricular plans. The R&CT was found in the majority of the curricula, although with diverse denominations. The principal learning strategies used were problem-based learning, group dynamics, reflective reading, clinical practice, and simulation laboratories. The evaluation methods used are the knowledge test, case analysis, and practical exam.

Conclusion. Significant stress exists in the discourse and curricular organization. Incongruences were found and a clear inclination toward the formation of professionals with broad technical skills under a traditional, memory, banking and knowledge accumulation education.

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Author Biographies

Lucila Cárdenas Becerril, Universidad Autónoma del Estado de México

Nurse, Ph.D. Professor, Universidad Autónoma del Estado de México, México. Email: lucycabe62@yahoo.com

María Antonia Jiménez-Gómez, Universidad Nacional de Colombia

Nurse, Master’s. Associate professor, Universidad Nacional de Colombia, Bogotá, Colombia. Email: majimenezd@gmail.com

María Dolores Bardallo-Porras, Escuela Superior de Enfermería del Mar

Nurse, Ph.D. Professor, Escuela Superior de Enfermería del Mar, Barcelona, España. Email: mbardallo@psmar.cat, redriiee@gmail.com

Jesús López-Ortega, Universidad de Jaén

Nurse, Ph.D. Professor, Universidad de Jaén, España. E-mail: jlortega@ujaen.es

Araceli Monroy-Rojas, Universidad Autónoma Metropolitana Xochimilco

Nurse, PhD. Universidad Autónoma Metropolitana Xochimilco, México. Email: aramonroy@yahoo.com

Vilanice Alves de Araújo-Püschel, Universidade de São Paulo

Nurse Ph.D. Associate professor, Universidade de São Paulo, Brasil. Email: vilanice@usp.br

References

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Published

2020-11-09

How to Cite

Cárdenas Becerril, L., Jiménez-Gómez, M. A., Bardallo-Porras, M. D., López-Ortega, J., Monroy-Rojas, A., & Araújo-Püschel, V. A. de. (2020). Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America. Investigación Y Educación En Enfermería, 38(3). https://doi.org/10.17533/udea.iee.v38n3e14

Issue

Section

ORIGINAL ARTICLES / ARTÍCULOS ORIGINALES / ARTIGOS ORIGINAIS

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