Teaching practices in nursing education: Encounter between the disciplinary and the pedagogical.

Abstract

Quality education in nursing requires educational
transformation processes, which involve teachers in
reflecting on the educational practice and teaching
processes they develop. Objective: To learn about
teaching practices in undergraduate nursing
education. Methods: An integrative review, secondary
research type, which included 23 articles was carried
out. The search was performed in the following
databases: PubMed, Scielo, Ebsco and Google
Schoolar; applying the filters of free access to full text,
published between 2014-2023, in language: English,
Spanish and Portuguese. The recommendations of
the PRISMA 2020 declaration were followed for the
search and selection of articles; and the thematic
analysis proposed by Dhollande et al. Results: Of
the 23 articles, nine corresponded to quantitative
studies, nine to qualitative studies, three to literature
reviews, one mixed study and one theoretical
essay; mostly conducted in Latin America. From the
thematic analysis emerged the following themes:
1. The purpose of teaching and meaning of being a
teacher; 2. Teaching practices between disciplinary
and pedagogical knowledge; 3. Teaching methods
between tradition and innovation. Conclusions:
Teaching methods represent the thematic mostly
approached from research in the educational field in
different contexts. Nursing professors are recognized
as role models and examples to follow, mediators
in student learning, who see teaching as an act of
love and social commitment. Professors privilege
disciplinary knowledge and clinical experience over
pedagogical knowledge in the practice of teaching,
which makes it imperative to develop pedagogical
training programs for university professors, in order
to guarantee quality education and respond to the
commitment to contribute to the development of
nursing as a discipline and profession.