Introduction:

Education, particularly university education, validates the applicability of the curricular modifications that analyze the background of the current contexts, which stress and conflict with the traditional ways necessary to structure and configure the curricular architecture.

Objective:

To redesign processes and strategies within acompetence-based curricular structuring in the Nursing major of Arturo Prat University, Chile.

Methods:

Descriptive-explanatory study, with a quantitative-qualitative methodology. As a theoretical method, we used analysis-synthesis, systemic approach, induction-deduction, and documentary and content analysis of literature. The study population, studied as a whole, was made up of all the teachers in the academic unit.

Results:

An undergraduate curriculum project was obtained, which incorporated policies and guidelines derived from the Council of Rectors of Chilean universities, strategies and patterns of the university educational model, and recommendations promoted by the Chilean Association of Nursing Education regarding vocational training. The proposal characterized a reflexive and critical process of the participating academics. The redesign followed the challenges of university globalization, by opening educational-innovative spaces, according to Tunning, in training based in generic skills. In this innovation, we addressed four of them an institutional seal and six specific competences, which contributed to the student's working profile.

Conclusions:

A new sequenced, integrated and conducive study plan was achieved to train competent nursing professionals, with high quality, which gave the tools to provide care actions, with safety and relevance. This strategy sought to configure a new university model that, without neglecting cognitive solvency and professional competence, emphasize, preferably, on the formation of reflective, responsible, critical, innovative and versatile subjects.

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