Analysis of research teaching in nursing programs in Argentina
Keywords:
curriculum; nursing education; nursing education research; nursing faculty; nursing schoolsAbstract
Introduction: research is an essential component for the consolidation of Nursing as a scientific discipline; therefore, it is relevant to analyze how its teaching is structured in undergraduate education.
Objective: to present the results of an analysis of research teaching in university nursing programs in Argentina.
Methods: an exploratory study with a descriptive cross-sectional design was conducted. A questionnaire of 21 questions grouped into four dimensions was applied: institutional and curricular; pedagogical and didactic; teacher training and career path; and difficulties and perceptions, to examine curricular organization, teaching strategies, teacher training, and obstacles to the development of research.
Results: thirty-eight higher education institutions participated, predominantly public (63.16 %). More than 40 students per cohort were reported (44.74 %). Final projects were mainly carried out in groups of two to three students (50.00 %), with an average ratio of one instructor for every six projects (39.47 %). Data collection and analysis were included in 97.37 % of the studies; 81.58 % lacked approval from Research Ethics Committees. Approval rates ranged from 50.00 % to 70.00 %. Of the faculty members, 63.16 % had time available for research, while 73.68 % were not categorized as researchers. The main difficulty identified was insufficient research training (42.11 %).
Conclusions: the study identified limitations related to faculty training, resource availability, institutional support, and curriculum organization that affect research practice and training in the Nursing degree program in Argentina.
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Copyright (c) 2026 Carlos Jesus Canova-Barrios, Oscar Adolfo Medina, Gabriela Alejandra Manzitto, Natalia Massaux, Ana María Mosca
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