Teorías del aprendizaje en la educación de Enfermería: Una revisión sistemática

Abstract

Abstract: The concept of learning in nursing education emerged more than 50 years ago in North America in the face of constant evolution to improve quality of life. Historically, nursing practice has been developing a scientific base that, according to the postulates, has given meaning to the discipline. Nursing education has been influenced by various entities with an ideology such as religion, laws, politics, and culture, which positively or negatively influence contemporary nursing education and learning. In recent years, academic learning in nursing has faced a series of challenges due to factors of a known nature or external to the system that affects both its results and processes in advanced practice. Hence the need for health professionals and students in their training to promote the care and management of patients from scientific theoretical bases accompanied by humanized care, improving the quality of their care. This research aims to systematize the available information and identify the importance of nursing education according to established theories. An integrated review of databases: Google Scholar, VHL, PubMed, and Medline with the Boolean operators "ADN" and "OR", selecting articles with open access and full text from the last five years, in English and Spanish. The CASPe program was used for its legibility and the PRISMA method for the inclusion and exclusion criteria. Twenty-one articles were analyzed, raising two categories: the importance of scientific theories in the work environment and education as a process of building knowledge in educational training in nursing practice. All the studies presented evidence that training is fundamentally and systematically organized through the teaching-learning process, reducing the degree of ambiguity of the new theories of knowledge.