<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2393-6606</journal-id>
<journal-title><![CDATA[Enfermería: Cuidados Humanizados]]></journal-title>
<abbrev-journal-title><![CDATA[Enfermería (Montevideo)]]></abbrev-journal-title>
<issn>2393-6606</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias de la Salud - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2393-66062020000200243</article-id>
<article-id pub-id-type="doi">10.22235/ech.v9i2.1931</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Significados construidos de las prácticas en simulación clínica por estudiantes de enfermería]]></article-title>
<article-title xml:lang="pt"><![CDATA[Significados construidos da práticas em simulação clínica por estudantes de enfermagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Constructed meanings of clinical simulation practices by nursing students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Martínez]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mansilla Sepúlveda]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Gámbaro]]></surname>
<given-names><![CDATA[Gina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Robles Jélvez]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias Escuela de Enfermería]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>9</volume>
<numero>2</numero>
<fpage>243</fpage>
<lpage>254</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2393-66062020000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2393-66062020000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2393-66062020000200243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Objetivo: Describir los significados que han construido los estudiantes de enfermería a partir de la experiencia en simulación clínica para satisfacer sus necesidades de aprendizaje. Metodología: La metodología es cualitativa descriptiva, desde un paradigma hermenéutico. El diseño corresponde a un estudio de casos de tipo instrumental. Se aplicó un grupo focal y entrevistas en profundidad a estudiantes de 5° año de la carrera de enfermería de la Universidad Mayor Temuco, Chile, año 2015. La reducción de datos se hizo desde el software Atlas Ti, versión 7.0. La transcripción de la data verbal se desarrolló a partir del convencionalismo de Jefferson, lo que permitió el desarrollar procesos de codificación y análisis de narrativas. Resultados: Surgieron 4 categorías: Características de la simulación clínica, expectativas formativas simulación clínica, competencias movilizadas e importancia de la simulación para la práctica clínica. Dentro de los resultados observados, los estudiantes reconocen que la simulación clínica proporciona un entorno seguro y libre de riesgos, pueden integrar lo aprendido en la teoría a la práctica, sin temor de causar daño a los pacientes, pudiendo cometer errores, logrando así un aprendizaje significativo. Además, permite el desarrollo de competencias como trabajo en equipo, comunicación efectiva, resolución de problemas, manejo del estrés y liderazgo. Todo esto mejora la confianza y seguridad del estudiante al momento de enfrentarse al paciente real, promoviendo la entrega de cuidados enfermeros de calidad, resguardando la seguridad de los usuarios. Conclusión: Los estudiantes valoran desde una perspectiva técnica y personal la simulación clínica como una metodología de aprendizaje que facilita la integración entre teoría y práctica, promoviendo la seguridad del paciente, la autoconfianza y seguridad en el estudiante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Objetivo: Descrever os significados que os estudantes de enfermagem construíram a partir da experiência em simulação clínica para atender as suas necessidades de aprendizagem. Metodologia: Estudo descritivo qualitativo a partir de um paradigma hermenéutico. O design corresponde a um estudo de caso do tipo instrumental. Um grupo focal e entrevistas em profundidade foram aplicados aos alunos do quinto ano da carreira de enfermagem na Universidad Mayor Temuco, Chile, 2015. A redução de dados foi feita a partir do software Atlas Ti, versão 7.0. A transcrição de dados verbais foi desenvolvida a partir do convencionalismo de Jefferson, o que permitiu o desenvolvimento de processos de codificação e análise de narrativas. Resultados: Emergiram quatro categorias: Características da simulação clínica, expectativas formativas, simulação clínica, competências mobilizadas e importância da simulação para a prática clínica. Dentro dos resultados observados, os estudantes reconhecem que a simulação clínica proporciona um ambiente seguro e livre de riscos, eles podem integrar o que aprenderam na teoria à prática, sem medo de causar danos aos pacientes, sendo capazes de cometer erros, alcançando assim a aprendizagem. significativo Também permite o desenvolvimento de habilidades como trabalho em equipe, comunicação eficaz, resolução de problemas, gerenciamento de estresse e liderança. Tudo isso melhora a confiança e a segurança do aluno frente ao paciente real, promovendo a entrega de cuidados de enfermagem de qualidade, resguardando a segurança dos usuários. Conclusão: Os estudantes valorizam, de uma perspectiva técnica e pessoal, a simulação clínica como metodologia de aprendizagem que facilita a integração entre teoria e prática, promovendo a segurança do doente, a autoconfiança e a segurança no estudante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Objective: To describe the meanings that nursing students have built from clinical simulation experience to meet their learning needs. Methodology: The descriptive qualitative study from a hermeneutic paradigm. The design corresponds to an instrumental case study. A focus group and in-depth interviews were applied to 5th year students of the nursing career of Universidad Mayor Temuco, Chile, 2015. Data reduction was done from Atlas Ti software, version 7.0. The transcription of verbal data was developed from Jefferson transcription convention, which allowed the development of codification processes and analysis of narratives. Results: 4 categories emerged: Characteristics of clinical simulation, training expectations of clinical simulation, mobilized competencies and the importance of simulation for clinical practice. Within the observed results, students recognize that clinical simulation provides a safe and risk-free environment, they can integrate what they have learned in theory, into practice, without fear of causing harm to patients, being able to make mistakes, therefore,achieving meaningful learning. In addition, it allows the development of competencies such as teamwork, effective communication, problem solving, stress management and leadership. All this improves the confidence and safety of the student when facing real patients, promoting the delivery of quality nursing care, safeguarding the safety of users. Conclusion: Students value clinical simulation from a technical and personal perspective as a learning methodology that facilitates integration between theory and practice, promoting patient safety, self-confidence and security in the student.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[seguridad del paciente]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="pt"><![CDATA[Simulação]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[segurança do paciente]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[Nursing Education]]></kwd>
<kwd lng="en"><![CDATA[Patient Safety]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[Repositorio Universidad Cantabria, España]]></source>
<year>2012</year>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
