Curricular analysis reveals shifting pedagogical demands in university nursing programs, highlighting problem-based learning as a pathway toward competency-based clinical training.
Health Sciences have undergone a great transformation. University degrees such as Nursing, in its adaptation to the Bologna Plan, have seen how their studies went from a purely mechanistic conception (Haidar Torres, 2015), as surgeon assistants, to the establishment of a university superior Degree where the students must develop and acquire a series of competencies and knowledge that are considered necessary for their future development as professionals.
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Llabrés-Solé et al. (2023) studied this question.
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