Abstract:

The implementation of change processes to achieve academic excellence is a fundamental purpose for the Professional School of Nursing, constituting a challenge that must be addressed through educational research that allows identifying the problems and designing innovative strategies that allow the harmonious development of the student as an integral being; however, training in Nursing continues to focus on the traditional transmission of knowledge; in which the active role and who "possesses knowledge" is the teacher, the student is the recipient of such knowledge. Faced with this situation, constructivism emerges as a pedagogical approach that seeks the holistic formation of the student, without detaching it from its specific social-cultural context, proposing an active, reflective and cooperative education; rescuing the importance of optimizing the teacher-student interaction, the use of participatory methodologies that encourage critical analysis of students, for the achievement of the academic profile.

Previous studies show that there are methodological limitations and shortcomings in all stages of the teaching-learning process to achieve meaningful learning, which is defined as the construction or reconstruction of knowledge of the student after a learning experience that enables the achievement of the competencies required according to the profile; consequently, the objective of the research was the validation of a constructivist didactic model in the learning of students of the Professional School of Nursing.

The constructivist didactic model, which is a totalizing conceptual representation of educational practice, in which the principles of meaningful learning proposed by Ausbel are applied, expanded by Novak through concept maps covering three dimensions: teleological, philosophical and psycho-pedagogical fundaments; a didactic model was designed that includes the purposes, contents, didactic strategy and evaluation; the first five phases correspond to the classroom teaching-learning experiences, the sixth phase is applied in clinical practice and the seventh phase of evaluation is applied throughout the educational process. As a result, it proposes the achievement of significant and lasting learning, the development of a critical and cooperative attitude, decision making, and ethics by promoting the development of the person as a whole.

The results of the validation of the didactic model, carried out in 2019, are reported, for which the participation of 9 expert judges was requested, who evaluated the model, for the reliability, the pilot test was applied with 20 students of the fourth year who were taking the subject Nursing in Child and Adolescent Health I. In conclusion, it can be stated that the model is valid, with the active participation of the students, who presented a positive opinion regarding the model, which was measured through a semantic differential. It is pertinent to emphasize that these are preliminary results of a research that seeks to prove the effectiveness of the didactic model based on constructivism in student learning.

Keywords:

Student, nursing, didactic model, constructivism.