The health professional training model, especially the nursing one, has undergone changes over time, due to its low effectiveness in preparing qualified professionals and able to respond to society's demands. The objective was to analyze how the pedagogical guidelines influenced the nurse training process at the Federal University of Sergipe (UFS), Campus Lagarto-Sergipe-Brazil. This is documentary research with Analysis of the National Curriculum Guidelines (DCN); Pedagogical Project of the Nursing Course (PPC), UFS, Campus Lagarto, Sergipe, Brazil, complemented by the Activity Plans of the undergraduate cycles through Bardin's content analysis. The UFS Nursing course was created and approved on April 24, 2007, it has 4 teaching activities, Tutorial, Teaching practice in the community, Skills and Attitudes in Health and Internship distributed in 5 years. When considering the profile and objectives for the course, they portray the same concepts, with similarity to the profile of the graduate, evidence from categories associated with the traditional approach of the curriculum such as: Teaching, learning, assessment, methodology and efficiency. The curriculum is concerned with the formation of a skilled and active professional, the need to emphasize methodologies that suit the professional profile, with PBL and problematization playing an important role. We conclude that it is necessary to reflect on the distance between all academic theorizing focused on the curriculum and the reality of health education. It remains the perspective of how to make this “distance” in the undergraduate nursing course shortened and favor the implementation of comprehensive training.

Problem based learning for nursing training at Federal University of Sergipe

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)