Approach to reflective practice: an epistemological redignification of the professional nurse

Abstract

Nowadays, the rapid changes taking place in higher education from proposals issued by the TUNNING project and the European higher education area (EHEA), as well as the radical transformation of its structure, assume a profound change that has a special impact in the teaching-learning processes of nursing. The emergence of a new competency-based curriculum structure, the proposal of new teaching methods explicitly centered on student learning, and the new conception of emerging teaching work in the face of these changes are generating pedagogical-didactic requirements that have no paradigms in the recent history of universities. One of the most outstanding demands a student-centered training that adequately prepares him/her for the complex tasks that nowadays require professional practices of nursing.