Department of Nursing, Nursing School of Palencia, University of Valladolid, Palencia, Spain.
Nursing Department, University of Granada, Granada, Spain.
Nurse Educ Today. 2022 May;112:105360. doi: 10.1016/j.nedt.2022.105360. Epub 2022 Apr 4.
Legislation regulating Spanish and European academic curricula prescribes a certain level of knowledge and skills any student must master. Spanish universities freely decide the number of credits assigned to each subject and in which year the subject will be taught. We hypothesize that this flexibility may give way to excessively heterogeneous training across universities in nursing degrees. Such curricula heterogeneity hinders inter-university transfers and weakens educational excellence.
Mixed-methods approach.
Spain.
We reviewed nursing degree curricula of all 60 Spanish universities. Inter-university differences were analyzed and checked against current legislation. A focus group proposed legislative changes accordingly.
Several differences between public and private universities were statistically significant. During the first cycle, public universities´ course loads include more theoretical teachings, more credits in core subjects during the first year, and more compulsory subjects in second year. Private universities are more likely to offer external internships during the first cycle whereas the public ones are more likely to offer them during the second cycle. Public universities offer more credits under the following curricular blocks than private ones: "Nutrition/Dietetics," "Psychiatry," "Public and Community Health," and "Geriatrics." In turn, private universities offer more credits in the areas of "Theory/Methodology," "Ethics/Legislation," "English," and "Theology." Academic curricula meet most of the criteria established by the Spanish and European legislation. The proposed legislative changes aim at standardizing curricula by associating specific credits and their timeline to the teaching blocks.
Nursing degree curricula among Spanish universities are highly heterogeneous. Legislative changes to homogenize teaching blocks would facilitate credit validations and student mobility across universities, in addition to increasing nursing degrees´ standardization and excellence.
规范西班牙和欧洲学术课程的立法规定了学生必须掌握的一定水平的知识和技能。西班牙各大学可自由决定为每门学科分配多少学分以及该学科将在哪个学年开设。我们假设这种灵活性可能导致护理学位的大学之间培训过于多样化。这种课程的多样性阻碍了大学之间的转学，并削弱了教育的卓越性。
1）审查西班牙各大学护理学位的现有差异；2）将我们的结果与现行立法进行比较；3）如有必要，提出立法改革。
混合方法。
西班牙。
我们审查了西班牙 60 所大学的护理学位课程。分析了大学之间的差异，并与现行立法进行了核对。一个焦点小组据此提出了立法改革建议。
公立和私立大学之间存在一些差异具有统计学意义。在第一周期，公立大学的课程负荷包括更多的理论教学、核心科目第一年的更多学分以及第二年更多的必修科目。私立大学更有可能在第一周期提供校外实习，而公立大学则更有可能在第二周期提供实习。公立大学提供以下课程块的学分比私立大学多：“营养/饮食学”、“精神病学”、“公共和社区卫生”和“老年医学”。相反，私立大学在“理论/方法论”、“伦理/立法”、“英语”和“神学”领域提供更多学分。学术课程符合西班牙和欧洲立法规定的大多数标准。拟议的立法改革旨在通过将特定学分及其时间线与教学单元联系起来，实现课程的标准化。
西班牙各大学的护理学位课程差异很大。立法改革以统一教学单元将有助于学分验证和学生在大学之间的流动，此外还将提高护理学位的标准化和卓越性。
