Theoretical reflection on biographical method enriches nursing history education, suggesting transformative practices.
Objective: To reflect on the Biographical Method as a resource for teaching and learning the History of Nursing. Method: A theoretical-reflective text based on socio-historical research, focusing on biographies and life histories. It presents a theoretical-conceptual framework, types and methodology of biographization and heterobiographization, and their contributions to education and training through the history of nursing. Results: Biographies provide an epistemological foundation for nursing through historicity, shaped by professionals within contexts transformed by individual/collective relationships. The theoretical-reflective and descriptive approaches highlight the importance of knowledge and the specificities of applying biographical research to nursing education and its contribution to the identity-building process. Conclusion: The biographical process constitutes an educational argument in nursing, as documented stories of people, events, and facts reveal possibilities for understanding and transforming professional practice.
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Bellaguarda et al. (2025) studied this question.
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