Abstract:

INTRODUCTION
Adaptation to the new higher education has involved substantial changes, most notably the shift from training to the student and not to the teachers, and education organization focused on competences that students should acquire through university education. This teaching style has helped make explicit the cross-cutting competences, those that all universitary should adquire, and specific competences, those required for a particular profession. Represents a new paradigm college that confers more complexity to the teaching plans, particulary in the realization of the pedagogical strategies and systems, and the perfect relationship between the content and its development over time. Some of transversal competences of the Nursing degree from the University of Barcelona [1] are the reasoning and reflective abilities before making decisions. This question is justified insofar as it is intended that the student, as citizens and professionals, as part of working life, should assess data, identify problems, make decisions, arguing its decision, and be adaptive. In relation to specific competences, the degree also aims to develop clinical reasoning and critical thinking [2] to evaluate data and requirements, to design a plan of care [3] avoiding the consequences of diagnostic inaccuracy [4]

METHODS
We present two educational experiences focused on clinical reasoning competence in nursing certification and describes the teaching and learning methodologies that they develop.

RESULTS
Initially the student perceives a great complexity but the more the student accomplishes the planned tasks, the more awares of the significant progression of the adquired knowledge.
Teaching strategies with a practical reasoning methodologies according to the new paradigm university, aimed to student learning and less to teacher-based education, positively affects detection competences, decision making and problem solving shown by students. The implementation of strategies to improve competences in reasoning and clinical reasoning in nursing are necessary but require more complex learning methodologies.

CONCLUSIONS
Adaptation to EHEA represents a great opportunity to make explicit the competences of university students and implement approaches that enhance student learning. In this context and move from a teaching perspective, competency-based education in nursing degree, as the reasoning and clinical reasoning abilities, becomes more complex, requiring more resources, and increasing workload.
Teaching nursing clinical reasoning strategies, improving student’s competences since it shows more capacity for analysis and selection of information and oral presentation in one hand, and more accuracy when issuing diagnoses of Nursing and / or other collaborative problems.

REFERENCES
[1] Consell de Govern UB. Competències Transversals de la Universitat de Barcelona. Barcelona: Editor, 2008.
[2] Craft-Rosenberg M, Smith K. Diagnósticos enfermeros en la formación. En: NANDA-International. Diagnósticos Enfermeros Definiciones y clasificación 2009-2011. Barcelona: Elsevier, 2010. 24-7.
[3] Morilla-Herrera JC, Morales-Asensio JM, Martín-Santos FJ, Cuevas-Fernández M. El juicio clínico enfermero: conjugación de modelo, lenguaje y efectividad de las intervenciones enfermeras. Metas de Enfermería 2006;8(10):58-62.
[4] Falcó-Pegueroles A. Enseñar estrategias de razonamiento y pensamiento crítico a los estudiantes de Enfermería. Metas de Enfermería 2009;12(9):68-72.

Keywords:

Competency-based education, European Higher Education Area, learning and teaching methodologies, nursing, innovation.