Background:

the curricular strategy of research-labor training and knowledge management contributes to the development of skills in students for permanent education.

Objective:

to design teaching tasks for the implementation of the curricular strategy of research-labor training and knowledge management in the Obstetrics and Gynecology Nursing subject.

Methods:

a descriptive cross-sectional investigation was carried out in the Nursing degree during the 2019-2020 academic year. Theoretical and empirical methods were applied: class observation, questionnaire survey to teachers and interview to managers and methodologists. Experts were selected for the assessment of the designed tasks, with the teaching ranks of assistant and associate professors, and with 15 or more years of experience.

Results:

only in the smallest number of classes observed was the aforementioned curricular strategy implemented, few teachers reported having moderate knowledge for its application from their subject. Managers and methodologists believed that there are shortcomings in the methodological preparation for the design of teaching tasks based on their objectives.

Conclusions:

teaching tasks were developed, valued as adequate because they contribute to the development of researching skills in students and allow the appropriation of knowledge, skills and modes of action, relevant for the solution of professional problems that arise during their future work performance.

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