Teaching-learning strategies for professional nursing care: consequences of COVID-19

Abstract

Objective: to identify teaching-learning strategies for professional nursing care: consequences of COVID-19. Methods: a qualitative study with a phenomenological theoretical approach. The population was made up of 11 teachers and 10 students on the Bachelor of Nursing course at a public university, who were interviewed in-depth and audio-recorded for later transcription. Open categorization was used; content analysis enabled the identification of categories: Teaching-learning strategies, Acquired learning, and professional skills. Results: the most relevant teaching and learning strategies are active methodologies and collaborative work. The adaptability of students and teachers is the most important thing to highlight, enhancing the development of skills through the link between theory and practice. Conclusion: it is clear that the actors agree that the strategies have better application and results in learning care through the face-to-face education modality, facilitating the approach of real scenarios to generate meaningful learning. Contributions to practice: the complete panorama of the educational transition that teachers and students have gone through during the pandemic has supported the identification of teaching-learning strategies that promote meaningful learning.