Percepción de docentes de Enfermería en torno a la investigación formativa

The construction of disciplinary knowledge through research is one of the priorities of academic settings, in which the teaching role from teaching and formative research contribute to the scientific development of nursing. Objective. To know the perceptions of the teachers of the nursing faculty on formative research. Methodology. Descriptive qualitative approach study with content analysis technique based on inductive categorization. Twenty-eight higher education teaching participants from the nursing faculty were included, the information was collected through a written questionnaire. Results. Three categories emerged: 1. Formative research as an educational training process, to solve phenomena in practice 2. Formative research in the generation of new skills in students 3. Formative research in the generation of scientific knowledge for all actors. Conclusions. Formative research must be consolidated in teachers and strengthen disciplinary knowledge, it is pertinent to implement strategies that allow teachers to align the concepts and strategies they implement in the classroom.