Learning and Teaching Model

The introduction of the European Higher Education Area (EHEA) in Spain and 44 other European countries has brought about a change in curriculum design and in the way degree programs are organized in higher education, leading to a structural overhaul of teaching and learning.

This new framework encourages active learning, interaction between professors and students, and greater focus on acquiring competencies needed in careers.

The renewal in pedagogical approaches ushered in under this new system has created a shift toward active teaching and learning dynamics and has prioritized new methods geared toward the acquisition of competencies demanded by our society.

The educational philosophy of the Fundación Jiménez Díaz Nursing School

In step with the innovations set in motion by the EHEA, the FJD Nursing School is committed to fostering active student participation in the learning process. Significant learning requires students to engage in their studies with an open mind and a willingness to accept the entire process of change that takes place when new competencies are acquired.

We understand this cognitive growth not as one in which simple knowledge is substituted by concepts of greater complexity—as was the most widely accepted way of thinking for an significant length of time before such approaches were disproved—but rather a hierarchical integration of knowledge, with certain concepts being refashioned into more complex notions.

The teaching and learning process seeks to help students acquire knowledge, skills, and attitudes using critical thinking.

We at the FJD Nursing school base our work on the educational methods established by Jacques Delors.

The four pillars of education are learning to know, learning to do, learning to live together, and learning to be.

A contemporary perspective on the nursing discipline is holistic and lays the groundwork for relations and requires a method for generating knowledge that is rooted in theory, practice, and research. Together these are the primary sources of current nursing science.

It is beyond doubt that to perform any activity one must be adequately trained and competent. To carry out excellent work in our profession we must be competent and have an ability to use the knowledge, skills, attitudes, and judgments associated with our field.

The school firmly believes that learning is best promoted by a curriculum that progresses from the basic to the complex, and that classroom and hands-on learning must be prominent in the curriculum.

Our school also holds that close contact between the theoretical underpinning of the profession and clinical practice have undeniable benefits for the learning process. The proximity between the FJD Nursing School and the hospital's care facilities and also the expertise of the School's faculty are two of the School's primary strengths. However, the learning process is also influenced by the health-care system, the culture, and the standards of conduct of each institution.

The institution that both houses and manages the school in its financial and administrative matters is immersed in the process of change taking place within the culture of health care; evidence of this paradigm shift can be seen in the increased focus on transparency, values, and quality of service and in a way of understanding practice that is founded in research, reflection, and critical thinking. The school's faculty is made up of highly qualified educators with a wealth of experience in teaching, professional and care-related activity, and research.

These traits bring great richness to the theory-based and hands-on training that students receive.

Other student-centered pedagogical methods used in the school include group work, seminars, sessions in the demonstration room, workshops on communication skills, training on bibliographical search techniques, critical reading of the literature, and field work.

Throughout the learning process, we must not lose sight of the School's philosophy on "humanizing science," as we are convinced that this educational model aids in providing future nurses with holistic, professional training so that they will be able to satisfy the needs of people, families, and their community.