Active methodologies in teaching the nursing process: Scoping review.

Area of Science:

• Nursing Education
• Pedagogy in Health Sciences

Background:

• The nursing process is fundamental for clinical reasoning and patient care.
• Effective teaching of the nursing process requires engaging, active learning strategies.
• Fostering evidence-based practice is a key goal in nursing education.

Purpose of the Study:

• To systematically map the utilization of active methodologies in nursing education.
• To identify strategies for teaching the nursing process effectively.
• To synthesize evidence on the impact of active learning in nursing.

Main Methods:

• A comprehensive scoping review was conducted following the Joanna Briggs Institute Manual.
• Searches were performed across multiple databases (CINAHL, LILACS, EMBASE, MEDLINE, Scopus, Web of Science, Google Scholar).
• The PCC framework guided the review, focusing on graduate and undergraduate nursing students, the nursing process, and active teaching methodologies.

Main Results:

• 101 studies were included, detailing active strategies like clinical simulation, problem-based learning, and concept mapping.
• Nursing assessment was the most commonly taught step of the nursing process.
• Other frequently addressed steps included diagnosis, interventions, evaluation, and outcomes.

Conclusions:

• Active methodologies significantly enhance critical competencies, including critical thinking and clinical reasoning.
• These strategies foster better clinical judgment among nursing students.
• Integrating active methodologies with traditional teaching improves the application of theoretical knowledge in clinical settings.