RNAO’s best clinical practice guidelines and professional nursing education: experience at a Chilean university

Abstract

Introduction. Complexity in health requires innovative strategies to train nurses capable of responding to social commitment and improving life quality. Best Clinical Practice Guidelines integrate theory and evidence-based practice, strengthening academic training and health care. Objective. To describe the experiences, achievements, and challenges of academics in the incorporation of four clinical guidelines developed by the Registered Nurses Association of Ontario into the nursing education programme at Universidad Diego Portales, Chile. Methodology. Descriptive qualitative research using semi-structured interviews with nine lecturers who teach throughout the five-year program, analysed through the thematic content of the narratives. Results. The implementation moved from intuitive approaches to demonstrative and applied practices, making learning more dynamic. Teachers highlighted the strengthening of teamwork and person centred care. However, challenges were identified in collective reflection to ensure a sustainable implementation adapted to the undergraduate context. Discussion. The implementation four Good Clinical Practice Guidelines coincide with research using workshops, simulations and clinical analysis as effective strategies. The teachers valued their impact as unifying tools that provide safety, although pointing out challenges in continuous training and pedagogical reflection, which are key to improving the quality and sustainability of the project. Conclusions. In undergraduate education, these guides facilitate the transition from theoretical knowledge to practice, strengthening student learning and promoting teamwork. Although teachers value their impact, challenges in pedagogical reflection and training need to be overcome in order to consolidate their sustainability.