Universidad Autónoma del Estado de México, México,
Universidad Nacional de Colombia, Colombia,
Invest Educ Enferm. 2020 Oct;38(3). doi: 10.17533/udea.iee.v38n3e14.
The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America.
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.
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.
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.
旨在确定伊比利亚美洲护理课程中是否存在反思性批判性思维或类似能力。
本文汇集了由伊比利亚美洲护理教育研究网络开发的大型项目的其中一个目标的结果，该项目名为“在护理学生中发展反思性和批判性思维的策略：伊比利亚美洲的情况”。为了实现这一目标，进行了一项描述性和探索性研究，采用了定性方法。使用了为此项目创建的工具，并提出了一些指导问题来集中信息。
有八个国家（玻利维亚、巴西、哥伦比亚、厄瓜多尔、西班牙、墨西哥、秘鲁和委内瑞拉）参与其中，这些国家提供了来自 189 个课程计划的信息。在大多数课程中都发现了 R&CT，尽管名称不同。主要使用的学习策略包括基于问题的学习、小组动态、反思性阅读、临床实践和模拟实验室。使用的评估方法是知识测试、案例分析和实践考试。
在论述和课程组织中存在着显著的压力。发现了不一致之处，并且明显倾向于在传统的、记忆的、银行和知识积累教育下培养具有广泛技术技能的专业人员。
