Resumen

WATERKEMPER, Roberta  y  DO PRADO, Marta Lenise. Teaching-learning strategies in undergraduate Nursing courses. av.enferm. [online]. 2011, vol.29, n.2, pp.234-246. ISSN 0121-4500.

Objective: This is a comprehensive review aimed to identify strategies used in teaching undergraduate Nursing courses and their goals. Methodology: The research was conducted through direct search of full articles in databases: Scielo, Scopus, Wilsonweb, ERIC, Lilacs and Sciencedirect. Results: The sample consisted of 72 papers. The analysis revealed 29 different teaching strategies used in nursing undergraduate courses. The four most commonly used strategies are: simulation (19%), online programs (16%), Problem-Based Learning-PBL (16%) and Case Study (5%). Discussion: They all seek, through such strategies, to achieve critical thinking and a more active approach by students, considering the active teaching methodologies. However, it is unclear in the papers how the relationship between students and teacher develops both in the classroom and in labs and in the field. Conclusion: There are many teaching-learning strategies recognized as active strategies and used in nursing courses. However, the use of these strategies, despite being innovative and active, do not necessarily make students the protagonists of their learning process, nor do they make the teacher a facilitator of this process, or make him more critical and reflective, because critical thinking requires a reflection on what is done, not only on doing it skillfully and with knowledge.

Palabras clave : teaching; learning; nursing education.

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