Abstract
Objective: to describe the expected learning outcomes perceived by fifth semester student nurses of the Health Sciences University Foundation –FUCS- Bogotá, Colombia, regarding critical care, after the implementation of a problem-based learning (PBL) didactic unit. Method: descriptive quantitative cross-sectional study in which, a Likert-type questionnaire designed Ad hoc, was applied. A sample of 43 students was obtained by convenience sampling. Results: we evaluated four dimensions: expected learning, care management, didactics and PBL. The highest score was obtained by care management, and expected learning received the lowest score. The first two dimensions, which were focused on learning and care management, obtained an average score of 4.11/5, and their relationship is very close to the achievement of competencies; on the other hand, the last two, aimed at evaluating the development of the PBL didactic unit, obtained an average score of 4/5. Conclusions: the use of the PBL methodology as a strategy in the teaching-learning process for the development of skills and competencies for care in critical situations was perceived as positive by students, thus, the institution should strengthen this type of training.
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