Herrera Álvarez, Ángela MaríaCcoicca Almidon, Flor2026-03-032026-03-032026-01-23https://hdl.handle.net/20.500.13053/15556La presente investigación consistió en determinar la relación entre las prácticas pedagógicas y la satisfacción académica en estudiantes de la Escuela Profesional de Enfermería de una universidad pública de Lima, 2025. El estudio empleó un enfoque cuantitativo con diseño no experimental, transversal y correlacional. La muestra estuvo conformada por 120 estudiantes seleccionados mediante muestreo probabilístico estratificado. Los instrumentos utilizados fueron el Cuestionario de Prácticas Pedagógicas Percibidas por Estudiantes (CPP-E) de 56 ítems y el Cuestionario de Satisfacción Estudiantil Universitaria de 47 ítems, ambos con validez y confiabilidad comprobadas. El análisis estadístico mediante Rho de Spearman evidenció una correlación positiva alta y significativa entre las variables (Rho = .628, p = .000). Entre las dimensiones, la planificación de la enseñanza presentó la correlación más alta (Rho = .595), seguida por evaluación tradicional (Rho = .445), docencia ajustada a necesidades (Rho = .464), y docencia centrada en el estudiante y expositiva (ambas Rho = .401). Se concluyó que las prácticas pedagógicas constituyen un factor determinante de la satisfacción académica, siendo la planificación el elemento más influyente. Los resultados proporcionaron evidencia empírica para orientar políticas institucionales de mejora de la calidad educativa en enfermería.This research aimed to determine the relationship between pedagogical practices and academic satisfaction among students of the Professional School of Nursing at a public university in Lima, 2025. The study employed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The sample consisted of 120 students selected through stratified probabilistic sampling. The instruments used were the Questionnaire on Perceived Pedagogical Practices by Students (CPP-E) with 56 items and the University Student Satisfaction Questionnaire with 47 items, both with proven validity and reliability. Statistical analysis using Spearman's Rho revealed a high and significant positive correlation between the variables (Rho = .628, p = .000). Among the dimensions, teaching planning showed the highest correlation (Rho = .595), followed by traditional evaluation (Rho = .445), teaching adjusted to student needs (Rho = .464), and student-centered and expository teaching (both Rho = .401). It is concluded that pedagogical practices constitute a determining factor of academic satisfaction, with planning being the most influential element. The results provide empirical evidence to guide institutional policies for improving educational quality in nursing.This research aimed to determine the relationship between pedagogical practices and academic satisfaction among students of the Professional School of Nursing at a public university in Lima, 2025. The study employed a quantitative approach with a non-experimental, cross-sectional, and correlational design. The sample consisted of 120 students selected through stratified probabilistic sampling. The instruments used were the Questionnaire on Perceived Pedagogical Practices by Students (CPP-E) with 56 items and the University Student Satisfaction Questionnaire with 47 items, both with proven validity and reliability. Statistical analysis using Spearman's Rho revealed a high and significant positive correlation between the variables (Rho = .628, p = .000). Among the dimensions, teaching planning showed the highest correlation (Rho = .595), followed by traditional evaluation (Rho = .445), teaching adjusted to student needs (Rho = .464), and student-centered and expository teaching (both Rho = .401). It is concluded that pedagogical practices constitute a determining factor of academic satisfaction, with planning being the most influential element. The results provide empirical evidence to guide institutional policies for improving educational quality in nursing.application/pdfspahttp://purl.org/coar/access_right/c_abf2https://creativecommons.org/licenses/by-nc-sa/4.0/Enseñanza superiorHigher educationEnseñanza públicaPublic educationEstudiante universitarioUniversity studentshttp://purl.org/coar/resource_type/c_bdcchttps://purl.org/pe-repo/ocde/ford#5.03.01ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos