Abstract

The objective of this study is to explore teachers’ perceptions of the didactic changes related to curricular innovation in theoretical Nursing modules of Obstetrics and Child Care. We used a qualitative methodological design with a phenomenological approach. The study group consisted of 20 teachers from Nursing. The instruments used to collect the information were in-depth interviews, participant observation and documentary analysis.

Our results indicate that generational change in students is an influential factor for teaching staff to try innovative didactics. On the other hand, teacher training incorporates student-centered methodologies, as required in curricular innovation. Regarding facilitating factors, the study group recognizes that the teacher, due to their motivation and disposition, is the main protagonist in the implementation of changes in teaching strategies, during the curricular innovation process.

Among the impeding factors are: lack of resources; academic load; and inadequate infrastructure. We conclude that there is constant concern within the academic community to implement methodological innovations in response to student generational change, nurturing competences such as teamwork and critical thinking.

A novelty of this study is that generational change influences the way students learn and communicate, as well as staff decision-making when it comes to didactic strategies in the teaching-learning process. As a contribution, the motivation and dedication of the teaching staff, translated into their continuous improvement and updates in education-related topics, emerges as a key factor in the generation and implementation of changes that are coherent with curricular innovation.

Keywords

Didactic changes, Generational change, Innovation process, Coherence, Integration, Flexibility, Competencies, Obstetrics, Child care, Curricular innovation, Ideology, Methodologies, Educational programs, Clinical learning