Urgency/emergency course content in the education of generalist nurses

Abstract

This unique analytical, qualitative case study aimed to identify the urgency and emergency content taught in an undergraduate nursing curriculum.
Data were collected between August and December, 2014. In this study, 13 professors were interviewed, 18 theoretical and practical laboratory classes
were observed, and 13 subject syllabuses in addition to the pedagogical course project were analyzed. Content analysis identified three themes: 1.)
criteria used for choosing the course content that should be taught; 2.) course content taught in theoretical/practical classes, in theoretical classes,
and in practical laboratory classes and how they are allotted to semesters/phases; and 3.) course content taught in theoretical/practical activities
performed at health services: dependence on demand. This study identified several needs: 1.) to deepen the discussion about which contents should
be taught in undergraduate curricula and how priorities are and should be set in order to develop the proposed competence for graduate students
and 2.) to avoid mere instrumentalization of students who do not have critical thinking skills that guide their learning processes.