Nursing teaching-learning process in caring for patients with skin lesions: an integrative review

The aim of this integrative review was to describe scientific literature in relation to the teaching-learning process in caring for patients with skin lesions in nursing education, published between 1996 and 2012. We analyzed ten publications, seven research papers and three experience reports. Our inquiry focused on undergraduate teaching, with discussions on organization and students' knowledge, as well as perceptions and feelings on the subject. They indicate that there must be improvements in planning, greater opportunities for integration between theory and practice and greater importance given to discussion, teacher qualification, and the construction of active learning methods. The reports on experience presented teaching as based on a progressive approach, with the student taking on an active role while the teacher acts as a guide to learning. They have also demonstrated how to use nursing care organization as a strategy for the development of both the learning process and the holistic care of the patient. There was an emphasis on the courses given in Nursing Semiology and Semiotic Techniques and in Medical-Surgical Nursing in the approach of this content.