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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Published on: December 9, 2022

Standardizing nursing degree curriculum structure in Spain: A mixed-methods study.

Héctor Ruiz-Rojo¹, Elena Faulín-Ramos¹, Mercedes Becerril¹

¹Department of Nursing, Nursing School of Palencia, University of Valladolid, Palencia, Spain.

Nurse Education Today

|April 9, 2022

Summary

Spanish nursing degrees show significant curriculum differences between universities, impacting student mobility and educational standards. Standardizing teaching blocks through legislative changes is proposed to improve credit validation and excellence in nursing education.

Keywords:

Curriculum Education Educational health system Nursing degree Nursing students Teaching University

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Area of Science:

Nursing Education
Higher Education Policy

Background:

Spanish and European legislation mandate specific knowledge and skills for academic curricula.
Universities have autonomy in assigning credits and scheduling subjects within nursing degrees.
This flexibility may lead to significant heterogeneity in nursing education across Spanish universities, hindering transfers and educational quality.

Purpose of the Study:

To identify and review variations in nursing degree curricula across Spanish universities.
To compare the observed curricula against existing national and European legislation.
To propose legislative amendments for curriculum standardization if necessary.

Main Methods:

A mixed-methods approach was employed in Spain.
Curricula from all 60 Spanish universities offering nursing degrees were analyzed.
Inter-university differences were assessed against legislation, with a focus group proposing changes.

Main Results:

Statistically significant differences were found between public and private universities regarding course load, core subjects, and internship timing.
Public universities emphasized theoretical teachings and core subjects earlier, while private universities focused on external internships in the first cycle.
Curricula generally align with legislation, but significant variations exist in credit allocation for specific blocks like "Nutrition/Dietetics" and "Psychiatry" (public) versus "Theory/Methodology" and "Ethics/Legislation" (private).

Conclusions:

Nursing degree curricula in Spain exhibit substantial heterogeneity.
Legislative adjustments to standardize teaching blocks are recommended to enhance credit validation, student mobility, and overall excellence in nursing education.