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

  1. Lucila Cárdenas Becerril 1
  2. María Antonia Jiménez Gómez 2
  3. Mª Dolores Bardallo Porras 3
  4. Jesús López Ortega 4
  5. Araceli Monroy Rojas 5
  6. Vilanice Alves de Araújo Püschel 6
  1. 1 Universidad Autónoma del Estado de México
    info

    Universidad Autónoma del Estado de México

    Toluca de Lerdo, México

    ROR https://ror.org/0079gpv38

  2. 2 Universidad Nacional de Colombia
    info

    Universidad Nacional de Colombia

    Bogotá, Colombia

    ROR https://ror.org/059yx9a68

  3. 3 Escuela Superior de Enfermería del Mar
  4. 4 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  5. 5 Universidad Autónoma Metropolitana Xochimilco
  6. 6 Universidade de São Paulo
    info

    Universidade de São Paulo

    São Paulo, Brasil

    ROR https://ror.org/036rp1748

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Journal:
Investigación y educación en enfermería

ISSN: 0120-5307,  2216-0280

Year of publication: 2020

Volume: 38

Issue: 3

Pages: 14

Type: Article

DOI: 10.17533/UDEA.IEE.V38N3E14 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Investigación y educación en enfermería

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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