Educating and learning: the teaching of nursing history in a convergent care research project

Abstract Objective to describe perceptions and experiences regarding the application of innovative strategies for teaching nursing history to undergraduate nursing students. Method convergent care research based on Paulo Freire’s Theory of Education, carried out in April 2024, with 34 students and two professors. Data were collected through a self-administered questionnaire, conversational interviews, and a script for developing educational practices. The data were organized by similarity, generating codes that formed analytical categories. Results four educational strategies were described: debate, photographic exhibition, educational game, and theatrical play addressing professional organizations, aspects of historical eras, the evolution of nursing, the pioneers of Brazilian nursing, and uniforms throughout history. Final considerations and implications for practice educational strategies foster creativity, enhance interest in learning, and ensure active and collective participation in teaching and learning the history of nursing. The use of active and dialogical methods aligned with the Freirean perspective enhances the development of social skills such as communication, teamwork, and leadership, which are essential for professional practice.