The integrated curriculum in nursing undergraduate training: between the traditional and the disruptive ethos.

Abstract

The contemporary world reveals new needs to society, stimulating the universities to search ways to understand these demands and to train people to supply them. This article discusses Nursing undergraduate studies, focusing on an integrated curriculum as a novel instrument that allows the faculty and the students to analyze problems from the perspective of other areas of knowledge beyond those taken by the regular disciplines. The importance of an integrated curriculum is highlighted as a mechanism to socially share knowledge using flexible pedagogical tools that take into consideration new models of society, stressing the differences between the traditional and disruptive ethos.