Teaching experiences in the curricular change experienced in the nursing career of the FES Iztacala

Experiencias docentes en el cambio curricular vivido en la carrera de enfermería de la FES Iztacala

Abstract

Introduction: The educational quality at the higher level in schools and faculties has been endorsed by evaluation and accreditation processes at the institutional and curricular level, carrying out an improvement process, through the recommendations suggested by the evaluators, thus covering them in a certain time; The foregoing will guarantee the institutional quality before the training of future professionals.

Objective: To analyze experiences of the teaching staff of the nursing career of the Iztacala Faculty of Higher Studies, on the curricular change experienced.

Material and Methods: Qualitative study with a phenomenological approach, through an in-depth interview with twelve nursing professors. Convenience sampling according to data saturation. In ethical and legal aspects, an informed consent letter was drawn up. The data analysis was through Miles and Huberman, with a theoretical approach based on Van Manen.

Results: Two categories emerged: 1) Feelings and emotional affectations regarding the curricular and work change; 2) impact of curricular change on student learning, which showed how teachers have experienced curricular changes in the 17 years since the degree was implemented.

Conclusions: The informants narrated that in each curricular change different emotions arise, between uncertainty, commitment, responsibility and assuming empowerment to implement the curriculum, thereby achieving the objectives expected by it, considering the graduation profile and the academic performance of the students.