Mapping the Teaching of the Nursing Process in Undergraduate Nursing Programs in Brazil: A Nationwide Cross-Sectional Study

Abstract

Portuguese

Purpose

To map the teaching of the nursing process (NP) in undergraduate nursing programs in Brazil and to compare the curricular organization (structure and sequencing of content), course content, teaching and evaluation strategies between public and private higher education institutions (HEI).

Method

A cross-sectional document analysis was conducted using curriculum documents publicly available online from undergraduate nursing programs. Between May and July 2024, data were collected on HEI characteristics, NP placement in the curriculum, instructional time, and teaching and evaluation strategies. Data were summarized with descriptive statistics, and comparisons between public and private HEIs were performed using chi-square and Fisher's exact tests.

Findings

The sample included 223 programs across 26 states and the Federal District; 72 (32.3%) were public and 151 (67.7%) private. The NP was taught in required courses in 222 (99.6%) programs, most frequently in the third semester (35.4%), with a mean of 93.1 h (SD = 64.4). Public HEIs allocated significantly more hours than private HEIs (120.3, SD = 91.4 vs. 79.4, SD = 38.0; p = .010). Private HEIs were less likely to report inclusion of nursing theories (p = .053), whereas public HEIs more frequently specified standardized nursing terminologies (p = .004) and reported teaching (p < .001) and evaluation (p < .001) strategies. Traditional lectures and written tests/essays predominated across institutions.

Conclusion

The NP is consistently taught in required courses in Brazilian undergraduate nursing programs, but total hours vary between public and private HEIs. Both types of institutions address nursing theories and standardized terminologies, though traditional methods remain dominant.

Implications for practice

This national mapping highlights disparities in NP teaching across Brazilian HEIs and may inform guidelines to standardize and strengthen NP education. The findings also offer benchmarks to support global efforts to enhance the quality and consistency of NP teaching in nursing curricula.

Descriptors

Nursing Process; Education, Nursing, Baccalaureate; Curriculum

Keywords

Nursing process education nursing baccalaureate curriculum

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