Authors

Coro Canalejas Pérez

Position

Diplomada en Enfermería y Licenciada en Pedagogía. Profesora de Enfermería Médico-Quirúrgica. Escuela Universitaria de Enfermería La Paz, Madrid.

Contact address

Escuela Universitaria de Enfermería La Paz. Paseo de la Castellana, 261. 28046 Madrid.

Contact email: ccanalejas.hulp@salud.madrid.org

Abstract

The development of higher education in Nursing requires the entire teaching community to have a change of mentality based on three fundamental axes:

• The educative design, cantered on generic and specific competences, implies the search of integral information on the individual, the need for interrelation between both fields of knowledge and teamwork, as well as the progressive introduction of training assessment methods.
• The change of the “teaching university” to the “learning university” with the subsequent modification of roles played by both the professionals and the students in the search of a deep, constructive, active cooperative, contextualised and autonomous learning.
• The use of European credit (European Credits Transfer System -ECTS-) as a unit for academic knowledge of the student, focusing on the learning carried out by the student, both through in situ activities as well as non in situ activities.

To orientate the training of nurses using this new educational paradigm requires a profound change in the work carried out by the university teacher. This brings the need to establish a new unit to measure the time the teaching staff dedicates to teaching and to the creation of new scenarios that permits the use of didactic strategies accordant with such paradigm.

Keywords:

higher education in Nursing; European Convergence; competences; european credit; in-depth learningmediating professor

Versión en Español

Título:

Enseñanza de grado en Enfermería en el marco de la Convergencia Europea