Abstract

Nurse training contemplates the development of logic reasoning to promote reflective and critical thinking (RCT) and its application to professional action. The present study aims to determine the presence of RCT in the nursing curriculum of 4 Chilean universities. The multicenter study promoted by the Ibero-American Network of Nursing Education Research (RIIEE) was accomplished by an exploratory-descriptive quantitative study. With the approval of the Ethics Committee, a questionnaire was applied and the data gathered analyzed with the SPSS Program. Descriptions about Professors in each academic unit, number of students, pronouncements of RCT in study plans, didactic strategies and explicit evaluation protocols are provided. Final conclusions point out to the fact that although the four Nursing schools in the study declare RCT in their profiles and study plans, the level of implementation and evaluation in their courses is diverse. Future research requires a qualitative inquiry into the way in which teachers specifically interact with students and their impact on learning