Reflexion for curricular innovation in nursing:

enriching content with expert knowledge

Abstract

The purpose of this paper is to propose a reflexion on the importance and possibility of incorporating practical knowledge into the curricular content of initial nursing training and considering it when innovating.

The gap between theory and practice in Nursing is recognized. In order to concretely collaborate to reduce this gap between the years 2013 and 2017, an investigation was carried out positioned in the interpretative paradigm that was proposed: to reveal the knowledge that the expert uses in his professional work to project it to the curriculum. This research finally managed to collect the expression of expert knowledge, by using the reflective practice methodology in each of the data collection methods such as permanent observation, incidental interviews and in-depth interviews with experts at the three levels. of health care. Today, after 5 years, the evidence continues to inform us that the theoretical-practical gap is a matter of constant concern, which is why and in view of the processes of curricular innovation, we invite reflection.

Recognizing as possible make explicit the practical knowledge in nursing, we invite you to integrate this situated knowledge into our initial curriculum, which generates the possibility of an enriched curriculum, contextualized with practical reality, a curriculum that moves away from paper and becomes more human .