Implementation of the case study methodology by university professors of the nursing career

Abstract

University teachers require, in addition to relevant disciplinary competencies, pedagogical-didactic competencies that allow them to perform a teaching practice that leads students to achieve meaningful and authentic learning through active methodologies, as indicated by authors such as Fuentes & Muñoz (2015), Paim et al. (2015), Robledo et al. (2015), Laux (2016), Argandoña et al. (2019), among others. In that order of ideas, this article aims to socialize the analysis of the implementation of the case study methodology by two professors of the Nursing Career of the National Autonomous University of Honduras (UNAH), in the framework of a doctoral research with a view to defining a proposal of methodological guidelines to guide the effective application of this methodology in that academic unit. For the data collection, a questionnaire, an in-depth interview, a documentary analysis of the didactic programming and classroom observation were applied in order to obtain different perspectives on the information gathered. As part of the results of the research, it has been found that the teachers of the career in question are willing to apply the case study method in their classes, since they perceive it as very useful for their students to relate theory with practice; however, they recognize that they lack pedagogical training and a framework document through which they can effectively develop this methodology, for the greater benefit of their students.