Keywords
Critical Care
Nursing Program Evaluation
Teaching-Learning Process
How to Cite
Abstract
Introduction: The pedagogical design of nursing courses has a direct impact on the quality of learning. Understanding students’ perceptions allows us to identify strengths and opportunities for improvement in the didactic components of teaching, especially in highly complex courses such as Critical Care. Objective: To describe the perceptions of undergraduate nursing students regarding the quality of the pedagogical design of the Critical Care Nursing course, based on five dimensions: teaching materials, assessment, classroom organization, tutorials, and pre-professional practice. Methodology: Quantitative, descriptive, cross-sectional study. Fifty-one students participated and completed a validated questionnaire (α = 0.896). Descriptive statistics were used to analyze the dimensions and their respective items, both ordinal and qualitative. Results: In the teaching materials dimension, class videos were highly rated for their clarity and accessibility. In the assessment, students highlighted the clarity of the instructions, the usefulness of the rubrics, and the consistency between the content and the exams. Classroom organization was considered adequate, mainly due to access to content and the relevance of synchronous activities. Tutorials were valued for teacher availability and the quality of support. In pre-professional practice, there was a high rating for the development of clinical skills and supervision, although interdisciplinary integration received more moderate ratings. Conclusions: The results reflect an overall positive perception of the pedagogical design of the course. It is recommended to maintain audiovisual resources, strengthen formative feedback and faculty tutoring, and improve the articulation between theory and practice, including spaces for interdisciplinary work.
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