TITLE:
Situated Teaching Applied to Nursing Evaluation Based in Gordon’s Patterns
AUTHORS:
Edgar Jaimes-Morales, Miguel Ángel Parra-Álvarez, Diana Cecilia Tapia-Pancardo
KEYWORDS:
Nursing Process, Nursing Evaluation, Functional Patterns, Situated Teaching, Case Method
JOURNAL NAME:
Open Journal of Nursing,
Vol.16 No.10,
October
20,
2026
ABSTRACT: Nursing evaluation (NE), the first step in Nursing Process (NP), is essential for the clinical judgment, although students bear limitations to integer the 11 Functional Patterns (FP) of M. Gordon. With the purpose to strengthen this competence, a strategy based in Situated Teaching (ST), mediated by the Case Method (CM) in students of the sixth semester of nursing, was designed and implemented. Aim: to promote the skills development for NE during the NP, through the ST implementation. Method: A mixed investigation-action study, quasi-experimental with repeated measurements and triangulation. Twentynine students participated, and a theoretical test of 20 items was applied, as well as an observation guide along 14 sessions, and 29 semi-structured interviews analyzed with MAXQDA. Paired t test, Wilcoxon, Kendall’s W, and Hedges’ g, were used. Results: The theoretical score increased from 18.17 ± 1.29 to 18.93 ± 1.09 (p = 0.005; g = 0.55). The performance showed progression (10→18→28/30; W = 0.97), and the qualitative analysis revealed five axial convergent topics. Conclusion: The ST, supported by the CM, potentiates the skills for the NE, integrating theory and practice and strengthening clinical judgment, being a didactic, effective, and reproducible model.