Since it was first created, the Department of Nursing has been offering a degree in Nursing. The training program is based on an area of competence approach, as a process of integral training. This approach entails the adaptation of a new vision and attitude on the part of the teaching staff, changing from a casual, structural, artificial and totally accidental way of looking at things towards the building of nursing knowledge through a permanent and systemic process. This new approach relies upon a concept referred to as “reflection-in-action”, and it calls for a practical and assertive professional who understands the problems of a given situation and for an integral education program based on competences (thresholds/individual/technological/professionals).

I will defend the argument that Nursing Schools should take into account not only the epistemology of practice but also pedagogic scenarios on which their curriculums are based. Nursing schools should also favor change in their institutions and for a reflective practice to be part of the curriculum as a key element in the preparation of new professionals (Schon) (1). Taking nursing discipline as a starting point, the trend towards “transdisciplinarity” should not imply the suppression of disciplinary or specialized training (Vilar, S) (2).

As any programmatic change, this change requires the construction and deconstruction of teaching models and a teaching methodology. Since its creation, the Department has advocated for the strengthening of the teaching staff and the strengthening of the student in a concomitant effort. And it is in this process of change, going from a technical rationality to a reflective practice view, where we are at right now. The construction of knowledge is perceived by us as a process of interaction between new information arising from the medium and the information that the student has, including preacquired assumptions and preconceptions, through which such individual acquires new knowledge.