ABSTRACT
Objective:
to reflect on quality Nursing education as a complex and multidimensional phenomenon.
Method:
this is a theoretical-reflexive study developed and systematized into five units of reflection: significant learning environments; active methodologies; Interactions in different realities; collaborative networks; and complex intervention approaches.
Results:
based on complex thinking, an analysis of the units of reflection has shown that learning in the contemporaneity can no longer be conceived as a specific and linear process. Quality education is related to expanding systemic interactions and associations, and to the ability to strengthen its relation with a constantly changing complex reality.
Conclusion:
it is necessary to transcend the simplification paradigm, taking into account the intrinsic complexity that lies at the heart of science.
DESCRIPTORS:
Nursing education; Higher education; Non-linear dynamics; Quality