Abstract
This paper conceptualizes the pedagogical practices from the professional training in Nursing, considering that this discipline is centered in the healthcare as a practice provided by one to others, mediated by the pedagogical practices performed by means of nursing undergraduate curriculum, in which the teaching and the learning processes are configured as teacher-student interaction processes. In this sense, this study performed a systematic revision in databases and theoretical references, by choosing studies performed during the last five years. Afterwards, these studies were classified into two large groups for their corresponding analysis, as follows: teaching, learning, cognitive styles and didactics processes category, and pedagogical practices, evaluative processes and academic performance category. The conclusion aroused through the exploration, presents the idea that there are diverse looks and concerns regarding the pedagogical practices in the students educational process. Aspect leading to the reflection of the way in which the education in nursing can be intervened objectively with the purpose of generating high quality teaching processes and the construction of meaning through experiences, where the student is the main actor and the teachers are facilitators of learning.
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