Didactic Strategies for Meaningful Learning in Nursing: A Systematic Review

Didactic strategies are a set of planned actions carried out by the teacher for the achievement of learning objectives. The present study focused on conducting a review, with the objective of analyzing the didactic strategies used for meaningful learning in the Nursing career, identifying the best practices and trends, providing educators and pedagogy professionals with a comprehensive and updated vision on how to facilitate a deeper and more meaningful learning in the field of higher education. An exploratory systematic review of the existing literature was conducted, analyzing and synthesizing the research of other authors on the subject. The search was directed to bibliographic databases and search engines of reliable sources: Web of Science, Dialnet, Elsevier, SciELO, Scopus, Latindex, Redalyc, Google Scholar. It is concluded that most of the students employ significant learning strategies. Positive trends were observed in the topics related to strategies mainly from constructivist models such as: active learning, student-centered teaching, collaborative learning, information technology, research or project-based learning and concept maps, because they allow students to express their opinions and develop critical thinking, recovering their autonomy, while reflecting on learning and identifying areas of confusion promotes a deeper understanding of it.