Presence of the Reflective and Critical Thinking Capacity in Nursing Curricula in Iberian America
DOI:
https://doi.org/10.17533/udea.iee.v38n3e14Keywords:
education, nursing, thinking, curriculum, students, nursingAbstract
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.
Downloads
References
(1) Morán L. La calidad educativa de la educación superior. El caso de la enfermería. Rev. Iberoam. Educ. Investig. Enferm. 2013; 3(4):4-5.
(2) Abrim PC, Bernard RM, Borokhovski E, Wade A, Surkes M, Tamim R, Zhang D. Instructional Interventions Affecting critical thinking skills and dispositions: A stage 1 Meta- Analysis. Educ. Res. 2008; 78(4):1102-34.
(3) Passos IC, Carnacchione J, Gaio LE, Mori JS. Critical thinking of undergraduate students in accounting at FEA-UPS: an application of Richard Paul’s instructional Model. Cantabilidade. 2015; 26(3):25-48.
(4) Jiménez-Gómez MA, Cárdenas BL, López-Ortega J. Memoria de la RIIEE. Una experiencia de cinco años de trabajo colaborativo. Jaén: Universidad de Jaén; 2014.
(5) Cárdenas-Becerril L. Desarrollo del pensamiento Reflexivo y crítico en los estudiantes de enfermería en México: México: Academia Nacional de Enfermería; 2014.
(6) Jiménez-Gómez MA, Cárdenas-Becerril L, Velásquez-Oyola MB, Carrrillo-Pineda M, Barón-Díaz LY. 2019. Reflective and critical thinking in nursing curriculum. Rev. Latino-Am. Enfermagem. 2019; 27: e3173.
(7) Aguilera-Serrano Y, Zubizarreta-Estévez Y, y Castillo-Mayedo J. Estrategia para fomentar el pensamiento crítico en estudiantes de licenciatura en enfermería. Educ. Méd Super [Internet]. 2005 [cited 19 Sept. 2020]; 19(4). Available from: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412005000400005
(8) Romeo E. Quantitative research on critical thinking and predicting nursing students NCLEX-RN performance. J. Nurs. Educ. 2010; 49(7): 378-86.
(9) Cárdenas-Becerril L, Jiménez-Gómez MA. Enseñanza y aprendizaje del pensamiento reflexivo y crítico en estudiantes de enfermería en Iberoamérica. México: Academia Nacional de Enfermería; 2014.
(10) Red Iberoamericana de Investigación en Educación en Enfermería. Presencia del pensamiento reflexivo y crítico en los currículos de la Licenciatura en Enfermería en Iberoamérica. Informe Final. RIIE; 2016.
(11) Díaz Á. Didáctica y curriculum convergencias en los programas de estudio. México: Paidós; 2013.
(12) Red Iberoamericana de Investigación en Educación en Enfermería. Estado del arte del Pensamiento reflexivo y crítico. En: Reunión Internacional de Enfermería, Impacto de la enfermería en la salud: América Latina y el Caribe. Belo Horizonte, Brasil: ALADEFE; 2013.
(13) Zurigel PE, Lluch CT, Falco PA. Evaluación del pensamiento crítico en enfermería: Construcción de un cuestionario basado en el modelo circular de Alfaro-LeFevre [Doctoral Dissertation]. Barcelona: Universidad de Barcelona; 2016 [Cited 19 Sept. 2020]. Available from: http://diposit.ub.edu/dspace/bitstream/2445/102257/1/EZP_TESIS.pdf.
(14) Freire P. Cartas a quien pretende enseñar. 2nd Ed. México: Siglo Veintiuno; 2010.
(15) Perkins DN, Grotzer TA. Teaching intelligence. Am. Psychol. 1997; 52(10):1125-33.
(16) Mantzoukas S, Jasper M. Reflective practice and daily ward reality: a covert power game. J. Clin. Nurs. 2004; 13(8):925-33.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Investigación y Educación en Enfermería
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Derechos de propiedad / Direitos de Propriedade
English: If the article is accepted for publication, all copyright will be of exclusive property of Investigación y Educación en Enfermería. The text and the graphics included in the publication are exclusive responsibility of the authors and not necessarily reflect the thought of the Editorial Committee.
Español: Si el artículo es aprobado para publicación, todos los derechos son de propiedad de Investigación y Educación en Enfermería. El texto y las gráficas incluidas en la publicación son de exclusiva responsabilidad de los autores y no necesariamente refleja el pensamiento del Comité Editorial.
Português: Se o artigo for aceito para publicação, todos os direitos autorais serão de propriedade exclusiva de Investigación y Educación en Enfermería. O texto e os gráficos incluídos na publicação são de responsabilidade exclusiva dos autores e não refletem necessariamente o pensamento do Comitê Editorial.
