Abstract
The National Undergraduate Accreditation Commission has been taking care of the accreditation process in several Nursing Schools, whose results are analyzed in this article, given the limited evidence of strengths and weaknesses. The objective is to analyze the first results obtained by that commission about the current development of Nursing in the country. The strengths obtained are: experience, qualification, commitment of teaching staff; well-defined study programs; adequate clinical training fields and infrastructure. Weaknesses are: reduced number of teachers; a curricular approach emphasizing biomedicine over nursing, low use of participative teaching methods; increasing difficulty to access exclusive clinical areas, and insufficient bibliographic resources. Conclusion: It is urgent that all Nursing Schools submit to universal criteria and standards, establishing minimum graduation levels for students, as well as the real state of the quality of nursing education in the country.
Highlights
Current demands determine the need for polyvalent professional education, directed towards a globalized view of commitment to health policies(1)
To reach high-quality standards in education, curricular integration, teaching-care integration and competencybased curricular programs are essential in study plans(1)
The first evaluation and accreditation systems of academic or curricular programs emerged in the United States and England, due to the pressure the industry exerted on universities, demanding high-quality graduates(5)
Summary
Current demands determine the need for polyvalent professional education, directed towards a globalized view of commitment to health policies(1). Nursing education constitutes the essential base for the profession’s development and progress(2). To reach high-quality standards in education, curricular integration, teaching-care integration and competencybased curricular programs are essential in study plans(1). Achieving the presence of these elements(3) in professional education demands their assessment through accreditation. The first evaluation and accreditation systems of academic or curricular programs emerged in the United States and England, due to the pressure the industry exerted on universities, demanding high-quality graduates(5).
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