Situated Learning and Comprehensive Training Through University Extension in Nursing

Abstract

University extension is a substantive function of higher education because it articulates academic training with social transformation and the approach to community needs (Cedeño Ferrín & Machado Ramírez, 2012; De Manuel Jerez & Donadei, 2018). In this context, this article analyzes the impact of social and extension projects in the academic field of the Nursing Program of the Popular University of Cesar, based on a study focused on the participation of students, teachers and the community in experiences such as Move America, Road Safety, Sexual and Reproductive Health, Eco Nursing, Mental Health Guardians, Breastfeeding y Older Adult. The base document proposes a quantitative approach with a descriptive design and cross-sectional to evaluate the impact of these projects on the development of professional competencies, the strengthening of the university-community link and the improvement of curricular processes. The findings reported show a positive perception about the practical application of knowledge, the strengthening of disciplinary and transversal competencies, training in values and the contribution of the projects to the visibility and social impact of the program. However, challenges associated with the sustainability of processes, resource allocation, the need for continuous evaluation, and greater articulation between extension, curriculum, and research are also identified, in line with what Rincón Zapata and Pérez Cadavid (2018) and Taylor et al. (2005) have pointed out on impact evaluation and continuity of community projects. It is concluded that social and extension projects represent a relevant pedagogical strategy for comprehensive nursing training and for the consolidation of university social responsibility.