Niveles argumentativos en el conocimiento farmacológico en estudiantes de enfermería

One of the biggest commitments in university institutions is the training of professionals with scientific foundations that can be projected in the future, strengthening the development of argumentative skills. For this reason, the objective of the present project was to identify the contribution of the didactic strategy in the strengthening of the argumentative levels about the pharmacological knowledge in the students of the VII semester of the nursing program of the UCEVA. The study is qualitative - descriptive, in which three phases were worked, where the results were visible during the analysis of the argumentative texts based on the Tamayo model (2011), in which the advances in the moments could be observed, showing the progress of each student when comparing it simultaneously, evaluating the argumentative level in pharmacological knowledge. The absence of the reflective could be evidenced, since the students offered answers without arguments, they described repetitively in consequence, superficial comprehensions were verified. That is, they had difficulties arguing and were associated with everyday language. Arriving to the conclusion that the obtained results gave answer to the research objectives, allowing to identify opportunities for improvement in the teaching - learning process and its relation with the strengthening of the argumentative ability. When designing and applying the didactic strategy it was possible in the argumentative levels (level 0 to level 1 and 2) and progress was made in the concept studied on pharmacology.