The purpose of this study was to identify the needs of the Combat Nurse course in the National Navy, in order to design a curricular proposal based on the context of the institution and the needs of the students of the course to promote their meaningful learning, in In this sense, the methodology was approached from the interpretative paradigm, with the qualitative approach in education, its method was the evaluative research using as information collection techniques, the documentary analysis applied to the evaluation of the 3 curricula of the course, and the focus group of nine teachers of the course, and three nurses graduated from the program, who were chosen through the method of intentional or opinional sampling and avalanche or snowball sampling. The data analysis techniques were through the ATLAS TI version 7 program and the author's interpretation. These data were selected in 5 categories and 19 subcategories of analysis, making a triangulation of the information obtained from the 3 sources. The results obtained from this work showed that the course presents multiple curricular needs according to its context, and that there is no reference that centralizes the 3 curricula with the Naval Health Department as the certification body of the program. The strategies for teaching significant learning that can be applied to the Combat Nurse course were presented and the curriculum proposal was designed with the elements mentioned above and based on the needs found in the study. The conclusions focused on the importance of meaningful learning within the course through the strategies and teaching elements, to improve the teaching-learning process in students.