Abstract

Social responsibility is one of the competencies that has been gaining strength since the end of the 20th century, as it is considered a commitment of all for the welfare of others and of the planet. The nursing career is made explicit within the professional competences of the future nurse, therefore, the objective of this study is to know the pedagogical practices that promote social responsibility in nursing students at the Autonomous University of Chile. The research is qualitative, descriptive, non-experimental. The population is composed of 17 professionals who teach in the career, intentionally selecting a sample of seven nurses, to whom a semi-structured interview was applied. The results showed that the pedagogical practices to promote social responsibility are clinical case studies, workshops, debates, role-playing, field trips and clinical practice. It is concluded that the most significant are role-playing and working with clinical cases, because it forces students to question themselves, provide solutions and apply theory. Facing different situations that simulate reality allows them to prepare themselves to make decisions and act responsibly in the face of different problems that they will encounter in the world of work