Research as a Teaching Strategy in the Training of Nursing Students: Impact on Learning and Professional Development
Keywords:
nursing research, teaching-learning process, critical thinking, professional development, health educationAbstract
This study examines the impact of research as a teaching strategy on the educational development of third- and fourth-year nursing students at the Faculty of Biomedical Sciences, Universidad Nacional de Pilar. Using a descriptive, cross-sectional, mixed-methods design, we explored how the integration of research activities influences academic learning, critical thinking development, and preparation for professional practice. The sample consisted of 65 students selected through purposive sampling and statistical calculation for finite populations. Data were collected using a structured questionnaire and semi-structured open-ended questions, administered after informed consent. Results indicate that most participants perceive significant benefits in their training, particularly in strengthening critical analysis, deepening content understanding, and increasing professional motivation. Challenges were also identified, including limited access to scientific sources, lack of faculty guidance, and academic workload. It is concluded that research-based teaching is a valuable pedagogical tool, whose implementation could be enhanced through earlier training, dynamic instructional strategies, and stronger institutional support.
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