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Este estudio cualitativo, de carácter exploratorio, examinó modelos y acercamientos de la bibliografía enfermera para determinar un movimiento evidente desde un paradigma conductista hacia un paradigma de aprendizaje en el Master de Formación en Enfermería. De igual forma, los aspectos centrados en el aprendizaje, diversos temas relacionados con éste y las implicaciones de la formación enfermera en la pedagogía también fueron revisadas. Haciendo un análisis del contenido, los resultados indicaron una inclinación, aunque incompleta, hacia un paradigma centrado en el aprendizaje que se hacía evidente por una alta integración de los temas centrados en el mismo, combinados con la pedagogía instructiva tradicional.
This qualitative, exploratory study examined pedagogical models and approaches from the nursing literature to determine evidence of a shift from an instructional to a learning paradigm in baccalaureate nursing education. Learning-centered dimensions, related themes, and implications for nursing education addressed in the pedagogies were also examined. Using content analysis, findings indicated a movement, although not completely, towards a learningcentered paradigm evidenced by a high integration of learning-centered themes in combination with traditional instructional pedagogies.
The dominant paradigm in higher education today is the instruction/teaching paradigm in which faculty transfer information in a manner that allows the acquisition of that information by the student (Green, 1999). In contrast, in the learning paradigm described by Barr and Tagg (1995), faculty creates learning environments that enable students to develop knowledge through self-learning. Recent trends and challenges in higher education demand a shift from an instruction or teaching paradigm to a learning paradigm (Twigg, 1994; Dolence & Norris, 1995;
Barr & Tagg, 1995; Boggs, 1995; Skiba, 1997; Komives, 2001; Baxter & Terenzini, 2001).
Similarly, changes in health care delivery are requiring nursing education to shift from a teaching to a learning paradigm (Manuel, 1995; Hegge, 1995; Barron, 1999; Romyn, 2001). The dissatisfaction of service administrators with the performance of entry-level graduates and the demands of nursing leaders for a curriculum that disavowals the behaviorist paradigm underlines the need for change (Dickelmann, 1989; Allen, 1990; Moccia, 1990; French & Cross, 1992; Bevis, 1993; National League for Nursing [NLN], 1993; Pew Commission, 1991; American Association of Colleges of Nursing [AACN], 1998; Hartrick, 1999; Romyn, 2001).
