Competencias Comunicativas y su Relación con el Aprendizaje Significativo en Estudiantes de la Licenciatura en Enfermería

This study analyzes the relationship between communicative competencies and meaningful learning in undergraduate nursing students, considering the relevance of cognitive processes involved in language comprehension, interpretation, and production. A mixed-methods approach with an ethnographic design was employed, involving a sample of 34 students and using surveys, interviews, and observation as data collection techniques. The results reveal that a significant proportion of participants show difficulties in reading comprehension, writing, argumentation, and interpretation, with the latter two being the most critical areas. These limitations directly affect the construction of meaningful learning, as they hinder the integration of new knowledge with prior cognitive structures. From a neurolearning perspective, insufficient stimulation of complex linguistic skills impacts processes such as memory, attention, and executive functions. In the context of nursing education, these deficiencies represent a risk, since professional practice requires advanced skills in communication, analysis, and interpretation of clinical information. It is concluded that strengthening communicative competencies is essential to promote meaningful learning and comprehensive professional training. Therefore, the implementation of active and neuroeducational teaching strategies in higher health education is recommended.