Nursing education: a conceptual analysis of the evolutionary method of Rodgers

Abstract

Abstract Objective: To analyze "nursing education" using Rodgers' evolutionary conceptual analysis. Method: An analysis was performed based on Rodgers' evolutionary conceptual analysis. Data collection was performed in June 2017 using the following databases: Lilacs, SciELO, Scopus, Cinahl, Web of Science, PubMed and Cochrane with the descriptors "teaching" and "nursing". The year of publication, country of origin, concept, attributes, antecedents, consequences, surrogate terms and related concepts were evaluated in the analysis of the studies. Results: The antecedents and consequences were punctuated in determinant aspects for the construction of the concept of nursing education and characteristics inherent to the training process; surrogate terms address factors of educational follow-up; the attributes of the concept may be related to the fundamentals of the teaching-learning process and resources related to teaching strategies. Conclusion: The concept of nursing education is dynamic and seeks to train professionals so that they can offer adequate care to the patient according to the transformations and needs of different populations.