Didactic strategies for meaningful learning in the Nursing Program: a systematic review

Didactic strategies are a set of planned actions carried out by the teacher to achieve the learning objectives. This study focused on conducting a review aimed at analyzing the didactic strategies used to foster meaningful learning in nursing education. Its goal was to identify best practices and emerging trends, offering educators and pedagogy professionals a comprehensive and up-to-date perspective on how to facilitate deeper and more meaningful learning in higher education. An exploratory systematic review of the existing literature was conducted, analyzing and synthesizing research by various authors on the subject. The search was directed toward bibliographic databases and reliable academic sources such as Web of Science, Dialnet, Elsevier, SciELO, Scopus, Latindex, Redalyc, and Google Scholar. The study concludes that most students employ meaningful learning strategies. Positive trends were observed in approaches related to constructivist models, including: active learning, student-centered teaching, collaborative learning, information technology, research- or project-based learning, and concept mapping. These strategies enable students to express their opinions and develop critical thinking while reclaiming autonomy. Moreover, reflecting on their own learning and identifying areas of confusion promotes a deeper understanding of the subject matter.