Gidatutako Unibertsitate Debatea: erizain-gaitasunak trebatzeko hezkuntza-metodologia aktiboa

Abstract

Nursing care requires critical thinking and the ability to argue. Therefore, developing these skills becomes a challenge in Higher Education. The close relationship between psychology and education is reflected in the active methodologies and following the ideas of contemporary psychologists Piaget and Vigotsky, the basis of these methods is constructivism. Hence, as the protagonist of his/her own learning, the student will rely on the previous knowledge to build new one. The educator will guide the student´s internal process provoking curiosity. In this article, Guided University Debate is proposed as a teaching active tool to develop important skills in the nursing discipline. The implementation of this methodology in the nursing degree at the University of the Basque Country (UPV/EHU), has achieved high student satisfaction as well as giving the opportunity  to put skills into practice that will enrich the clinical practice of the future. Active learning and specifically the Guided University Debate, have shown more positive results compared to the traditional methodology. In addition to improving student´s ability  for synthesis, analysis and evaluation of information, it also progresses the ability to reason. The implementation of Guided University Debate can change the practices present in the educational culture. Beyond the theoretical content, this new approach promotes the development of relevant skills for the practice of the professional role of nursing.