Strategies for meaningful teaching and learning in nursing students in the Peruvian Amazon

Nursing professionals play a fundamental role in healthcare; therefore, their educational training requires the promotion of skills such as critical thinking and meaningful learning. However, traditional teaching methods fail to adequately prepare nursing students to meet the demands of a clinical environment. This study aims to determine the relationship between teaching strategies and meaningful learning among nursing students at a university in the Peruvian Amazon. It was a descriptive and correlational cross-sectional study, with a randomly selected sample of 108 students. Two validated questionnaires were used to measure teaching strategies and meaningful learning. Descriptive and inferential statistics were applied, utilizing Kendall's Tau-b test and Pearson's Chi-square test. The results showed that 27.8% of students in the high level of meaningful learning achieved the expected outcome, while 26.9% at the medium level were in the process stage. No significant relationship was found between teaching strategies and meaningful learning (p>0.05), nor with variables such as gender, age, or academic cycle (p>0.05). The findings highlight the need to update pedagogical strategies and incorporate clinical simulations and educational technologies to enhance students' preparation for professional nursing practice.

• Main Author: Vargas-Vargas, Llosani Milagros (author)
• Other Authors: Jimenez-Villalta, Jhon Frank Alfredo (author)
• Format: article
• Language: spa
• Published: 2025
• Subjects: meaningful learning; nursing education; teaching strategy; aprendizaje significativo; educación en enfermería; estrategia de enseñanza
• Online Access: https://revista.sangregorio.edu.ec/index.php/REVISTASANGREGORIO/article/view/3421