Directed study as a teaching strategy in nursing education

Abstract

This is a descriptive exploratory study aimed at evaluating directed study as a teaching strategy used in professional education. Data was collected by means of a questionnaire applied to 14 students attending a Practical Nursing course; their answers were examined according to Bardin. The strategy was considered good (86%). Eighty-three semantic units were identified in the analysis of the answers, classified as: advantages (53%); not "nice" (16%); difficulties (7%); feelings (12%); and suggestions (12%). In addition, subjects considered as didactic educational purposes of direct study to allow the development of topics that interest the student; to stimulate pleasure in studying; and to encourage the student to be the subject of his own learning process. The authors consider directed study a good teaching strategy, with features that demand skills and competences from teachers and students in order to obtain satisfactory results in the teaching-learning process.