The formation of investigative competitions in infirmary students: effectiveness of the used pedagogic strategies

Abstract

Introduction: This exploratory study, part of a doctoral research project, analyzes the most frequent and effective pedagogical strategies for developing research skills in nursing students at the Catholic University of Guayaquil. It stems from the need to train professionals skilled in research, given its importance for evidence-based practice in nursing, despite observed shortcomings in current student training. Materials and methods: This qualitative research used a non-probability sample of 15 students and 7 faculty members from the Bachelor of Science in Nursing program. Theoretical (analysis-synthesis) and empirical methods were employed, including document analysis (professional profile, curriculum), student surveys, and faculty interviews. Results: Document analysis revealed that research is a cross-cutting component of the curriculum, although it is not addressed in a specific course. Students and faculty identified Public Health, Community Health, and Epidemiology as strategic subjects. The most frequently used pedagogical strategies were the incorporation of research methodology into courses and the development of academic research projects. However, limited participation in research projects, scientific societies, and the dissemination of results was observed. Discussion: The findings are consistent with the literature, which reports widespread deficiencies in research competencies in nursing, attributed to a limited research culture, insufficient faculty preparation, and a lack of variety and systematicity in strategies. Conclusions: It is concluded that the nursing program has the potential to develop research competencies, but the pedagogical process needs to be strategically strengthened with diversified and active methodologies to foster a solid research culture in students.