Description

  The purpose of this scientific article is to determine teaching-learning strategies used by teachers to promote critical-reflective thinking in nursing students, to formulate and implement a didactic pedagogical project. Regarding the methodology, a mixed paradigm was proposed. The population was made up of Nursing teachers and students. The techniques applied were the structured survey and the in-depth interview and the instruments, the questionnaire, and the question guide for the interview. Taking into account the results obtained from the respective research work, a Didactic Pedagogical Project was proposed and implemented, based on the weaknesses found in the teaching staff to develop the aforementioned competence in the basic courses of the program. It is concluded that although Nursing teachers have some bases about critical-reflective thinking, they still confuse concepts and in some cases, they do not go beyond developing learning techniques in their classes, rather than true teaching-learning strategies that promote this competence.