La práctica pedagógica del docente de enfermería: del conductismo al constructivismo

Abstract

The objective was to identify the pedagogical practices of teachers in a nursing programme and their possible relation to the constructivist model. The approach is qualitative and phenomenological, based on the single case study, which provided insight into the complexity of the situation investigated in a university academic programme. Observation and pedagogical social cartography were used as correlation techniques. The following deductive categories and subcategories emerged: mediator—teacher— and teaching—didactic scenario, the student and pedagogical strategies. It was identified that the teachers’ pedagogical practices converge in the traditional model of knowledge transmission, on which they carry out a reflexive process in order to be coherent with the constructivist pedagogical model proposed by the programme.