Integrative activities in Nursing: an evaluation from situated teaching of service learning

Abstract

This article presents an intervention carried out in the Faculty of Nursing and Obstetrics (FENO) of the National Autonomous University of Mexico (UNAM), which has a peculiar population, since they are students who enter the fifth semester (because they revalidate between 30 and 40% of subjects because they already have at least two years of professional experience) and complete the study plan in two years in a distance modality, within the University System. Open and Distance Education (SUAyED). Throughout their academic career they have various resources to build their learning and the advisor serves as the mediator in the teaching and learning process. This context poses an institutional and training challenge, since it must integrate the professional experience that students already have in clinical fields with educational processes. Service learning (Service Learning) is proposed as an approach that allows students to apply their knowledge and experiences through the design of integrative activities that have a specific pedagogical structure, linked to specific and real needs in their work field.