Objective:

To determine the experience of teachers on the application of active learning methodologies in the academic training of future professionals.

Methodology:

It was qualitative research of phenomenological, descriptive type. Twenty teachers participated, with a non-probabilistic sampling by convenience and saturation of categories; a semi-structured interview and focus group were used to obtain the data.

Results:

six categories emerged: teachers apply active learning methodologies, strategies for the sustainability of active methodologies applied by teachers, elements that strengthen the development of active learning methodologies, elements that limit the development of active learning methodologies, methodological strategies that show the areté in the training of the nursing professional and deficient application of active methodologies in professional training.

Conclusion:

The application of active methodologies contributes to the development of integral competences; favoring autonomy, confidence and critical significant learning for their professional training.

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