Open AccessPedagogical practices and learning processes
Author(s) -
Claudia María Moreno Mójica,
Julián Andrés Barragán Becerra
Publication year - 2018
Publication title -
ánfora/anfora
Language(s) - English
Resource type - Journals
eISSN - 2248-6941
pISSN - 0121-6538
DOI - 10.30854/anf.v26.n46.2019.559
Subject(s) - institutionalisation , positivism , discipline , humanism , process (computing) , sociology , structuring , phenomenon , engineering ethics , coherence (philosophical gambling strategy) , reflection (computer programming) , pedagogy , epistemology , psychology , political science , social science , computer science , engineering , philosophy , psychiatry , law , operating system , physics , quantum mechanics , programming language
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.