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Re-imaginando la educación de enfermería: Mapeo del aprendizaje estudiantil, la transición y la preparación para la
Dianne Stratton-Maher1, Tracey Tulleners2, Jessica Elliott2
1School of Nursing and Midwifery, University of Southern Queensland, Queensland, Australia.
International journal of nursing studies
|February 25, 2026
Resumen
Los estudiantes de enfermería que se gradúan a menudo carecen de preparación clínica debido a una educación fragmentada. Mejorar la educación de enfermería con práctica integrada, tutoría y retroalimentación es crucial para mejores resultados de los graduados.
Área de la Ciencia:
- Investigación en Educación de Enfermería
- Desarrollo Profesional en Atención Médica
- Estudios de Preparación Clínica
Sus antecedentes:
- Los estudiantes de enfermería experimentan frecuentemente una brecha entre el aprendizaje académico y las demandas de la práctica clínica.
- Currículos inconsistentes, calidad de enseñanza variable y simulación/tutoría limitadas contribuyen a la falta de preparación.
- Los marcos de educación de enfermería fragmentados dificultan la resiliencia y la preparación para entornos de atención médica complejos.
Objetivo del estudio:
- Identificar y mapear las brechas existentes en la educación de enfermería.
- Comprender los factores que afectan la preparación de los estudiantes de enfermería para la práctica profesional.
Principales métodos:
- Revisión de alcance de la literatura sobre educación de enfermería realizada durante dos años (diciembre de 2024-diciembre de 2025).
- Búsqueda exhaustiva en bases de datos (CINAHL, Informit, ProQuest, PsycINFO, PubMed, Scopus, Web of Science).
- Análisis de 81 estudios relevantes siguiendo las directrices PRISMA-ScR.
Principales resultados:
- Se identificaron dominios clave: currículo, enseñanza, simulación, educación clínica y preparación del estudiante.
- Se destacaron barreras: brecha teoría-práctica, supervisión/retroalimentación inconsistente, falta de transparencia en la evaluación y shock de transición.
- La evidencia apoya la integración de la educación próxima a la práctica con apoyo y retroalimentación estructurados para mejorar la preparación de los graduados.
Conclusiones:
- Los desafíos persistentes en la preparación clínica se derivan de currículos fragmentados y una mala integración académico-clínica.
- Se necesita un modelo con visión de futuro e informado por la evidencia, que incorpore experiencias auténticas, tutoría, seguridad cultural y salud digital.
- El Marco de Preparación Profesional y Educación para la Práctica ofrece un modelo para mejorar la preparación de los graduados para la atención médica contemporánea.
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