It is a 5-years curriculum, with a face-to-face training model for those who have completed their senior high school or any equivalent level.
It aims at training a professional with a broad profile, mainly based on a solid basic education, enabling him/her to solve the main health problems that arise in different areas of their performance. The basic training concept has gone more broadly, incorporating equal priority basic aspects going from the race-specific to other more general issues, essential for today’s professional. There is a balance between the scientific and professional skills development during the training process, through the studies. It has structured a research-work that should encourage the development of the skills required for the future professional and he/she should also have an acceptable degree of independence in designing a research project on a health problem identified in the context of performance. All subjects have a final assessment, characterized by the provision of more value to the frequent and partial evaluation, an increase of its qualitative and integrative view, and the inclusion of a selection of content not offered previously. In the case of the nursing discipline, the final evaluations also include content taught in the optional and electives courses that are delivered.
Education and instruction go together, the same as the work-study principle, which is embodied in the work and education in fundamental organizational form of the training process are the two fundamental principles of any nursing with a bachelor degree.
The fundamental principles underlying the training are the priority of the educational aspects of the training process, which are very close to the instructions and the link between study and work, which historically has resulted in the Bachelor of Sciences studies of the adoption of the on-the–job training skills as a fundamental organizational form.
The training process, in which the objectives and essential content are structured, i.e. vertically with regards to subjects, and horizontally regarding the academic years is understood as an essential element of curriculum design.
Correspondingly, interdisciplinary or transversal curriculum strategies have been established and they are aimed at going deeper in the students´ preparation.