Pedagogical practice of the nursing teacher: navigating the scientific literature
DOI:
https://doi.org/10.5281/zenodo.13840756Keywords:
nursing faculty, nursing faculty practice, teachingAbstract
Universities must train nursing professionals committed to the current demands, being essential the teaching training in active methodologies and technology. This study, based on the review of 32 articles published between 2019 and 2024, analyzes the pedagogical practice of the nursing teacher and the elements necessary for its exercise with excellence. The fundamental aspects that constitute the pedagogical practice of the nursing teacher are described. Databases such as Scopus, PubMed and Google Scholar were used, and rigorous inclusion and exclusion criteria were applied. The results indicate an increasing adoption of active methods, such as problem-based learning and simulation, which improve students' critical thinking and clinical competencies. Simulation stands out as an effective tool for hands-on learning. However, the implementation of educational technology, although promising, faces challenges such as lack of resources, insufficient teacher training and high adoption costs. Constructive and timely feedback was also identified as a key component in students' academic development. The discussion suggests that, despite the challenges identified, it is notable to foster an institutional culture that values innovation and continuous faculty development. Finally, it is concluded that it is critical to invest in educational technology, improve assessment practices, and support faculty professional development to ensure quality teaching aligned with the demands of the current labor market in the nursing field.
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