Final project for degree in Nursing, implications of the specific regulations of a public university
Section: TEACHING TO LEARN
How to quote
Santo Tomás Pérez M, Frutos Martín M, Cao Torija MJ, Castro Alija MJ, Martín Villamor P, Bárbara Pérez MA, Niño Martín V. Trabajo final de Grado en Enfermería, implicaciones de la normativa específica de una universidad pública. Educare21 2012; 10(4). [En línea] [fecha de acceso: 1 de abril de 2012]. URL disponible en: http://www.educare21.net
Authors
Magdalena Santo Tomás Pérez, Manuel Frutos Martín, Mª José Cao Torija, Mª José Castro Alija, Pedro Martín Villamor
Position
Profesores de la Escuela de Enfermería de la Universidad de Valladolid.
Contact email: dirección.enf.va.@uva.es
Abstract
This article aims to share the reflections suggested by the working group of the School of Nursing at the University of Valladolid which is addressing the development of the Degree Final Project (DFP) in the curriculum of the degree when the Regulations governing this curricular component of all new degrees have been adopted recently by University.
The great difficulty of establishing uniform criteria and reconciling the fulfillment of the objectives for the proper development of the DFP, as part of the curriculum of the new degrees and the large differences we have observed in the proposals for development and implementation between the different degrees and even within the same degree between the different centers in key areas such as the number of credits, subject of study, integration into the curriculum, monitoring and mentoring, evaluation systems, etc., which all make the DFP a major point of discussion for different interpretations and implementations of the standard and these large discrepancies are forcing universities to establish regulations for this subject in order to facilitate and streamline its development.
The great difficulty of establishing uniform criteria and reconciling the fulfillment of the objectives for the proper development of the DFP, as part of the curriculum of the new degrees and the large differences we have observed in the proposals for development and implementation between the different degrees and even within the same degree between the different centers in key areas such as the number of credits, subject of study, integration into the curriculum, monitoring and mentoring, evaluation systems, etc., which all make the DFP a major point of discussion for different interpretations and implementations of the standard and these large discrepancies are forcing universities to establish regulations for this subject in order to facilitate and streamline its development.
Keywords:
curriculum; degree final; new qualifications; proyecttutor
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