Background:

The Dynamic Model of Family Assessment and Intervention is used in the teaching-learning process of undergraduate nursing students to guide the process of caring for families in the community.

Objective:

To analyze the dimensions valued by undergraduate nursing students in the development of family assessment and intervention skills.

Methodology:

An exploratory-descriptive study was conducted with 350 undergraduate nursing students. A form was used to identify aspects valued in using the theoretical and operational model in clinical teaching. Data were subjected to content analysis, with a priori and a posteriori categorization. All ethical assumptions were met.

Results:

Five dimensions were identified: Clarity (most valued); Simplicity; Generality; Derivable consequences (intermediate frequency), and Empirical precision (least valued). Interconnection emerges between stages of the care process and the model as an instrument of change and reference in decision-making in clinical settings.

Conclusion:

The dimensions confirm the importance attributed by students to the structure and meaning in learning about family care and are predictors of integrated learning between nursing theory and practice.

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