<?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>S2393-66062019000200051</article-id>
<article-id pub-id-type="doi">10.22235/ech.v8i2.1845</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Simulación Clínica: opinión de estudiantes de enfermería, Universidad Autónoma de Chile, Temuco]]></article-title>
<article-title xml:lang="pt"><![CDATA[Simulação clínica: opinião de estudantes de enfermagem, Universidad Autónoma do Chile, Temuco]]></article-title>
<article-title xml:lang="en"><![CDATA[Clinical Simulation: nursing student´s opinions, Autonomous University of Chile, Temuco]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Illesca Pretty]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Novoa Moreno]]></surname>
<given-names><![CDATA[Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cabezas González]]></surname>
<given-names><![CDATA[Mirtha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Díaz]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Osorio]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Frontera  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Mayor Facultad de Ciencias Escuela de Enfermería]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>51</fpage>
<lpage>65</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S2393-66062019000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S2393-66062019000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S2393-66062019000200051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La simulación clínica integra la complejidad del aprendizaje práctico-teórico con posibilidad de repetición, retroalimentación, evaluación y reflexión para lograr competencias disciplinares y genéricas del educando. El objetivo es develar la opinión de estudiantes de enfermería acerca del uso de la simulación clínica como estrategia de aprendizaje. Se trata de una investigación cualitativa exploratoria y descriptiva, mediante estudio intrínseco de casos, muestra no probabilística, intencionada de casos por criterios y conveniencia, conformada por quince informantes en el año 2016. Información recogida mediante grupos focales, analizados por reducción de datos en tres niveles, siguiendo el esquema de comparación constante, no agrupándolas en categorías predeterminadas, por proceso de razonamiento inductivo, validados con criterios de rigor y triangulación de investigadores. En cuanto a los resultados, en el primer nivel emergen 320 unidades de significado agrupadas en seis categorías descriptivas. En el segundo nivel hay tres metacategorías y en el tercero, dos dominios cualitativos: aportes de estudiantes para la implementación de Simulación Clínica y contribución de ésta como estrategia de aprendizaje en el desarrollo de competencias disciplinares y genéricas. Se concluye que esta metodología reduce la brecha existente entre la teoría y práctica, fortalece las competencias genéricas y permite que el estudiante asuma la responsabilidad en su formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A simulação clínica integra a complexidade da aprendizagem teórico-prática com a possibilidade de repetição, feedback, avaliação e reflexão para obter competências disciplinares e genéricas do aprendente. Objetivo de revelar a opinião de estudantes de enfermagem sobre o uso da simulação clínica como estratégia de aprendizagem. Metodologia, pesquisa qualitativa exploratória e descritiva, por meio de estudo de caso intrínseco, não probabilístico, amostra intencional de casos por critérios e conveniência, composta por 15 informantes, 2016, informações coletadas por grupos focais, analisadas por redução de dados em três níveis, seguindo a esquema de comparação constante, não agrupando-os em categorias predeterminadas, pelo processo de raciocínio indutivo, validadas com critérios de rigor e triangulação de pesquisadores. Resultados Primeiro nível: emergem 320 unidades de significado agrupadas em 6 categorias descritivas, segundo nível: três metacategorias, domínios qualitativos do segundo nível 2: contribuições dos alunos para a implementação da Simulação Clínica e sua contribuição como estratégia de aprendizagem no desenvolvimento de competências disciplinares e genérico. Conclusão Esta metodologia reduz a lacuna existente entre a teoria e a prática, fortalece as competências genéricas e permite que o aluno assuma a responsabilidade pela sua formação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The clinical simulation integrates the complexity of practical-theoretical learning with the possibility of repetition, feedback, evaluation and reflection to achieve disciplinary and generic competences of the learner. The goal is to reveal the opinion of nursing students about the use of clinical simulation as a learning strategy. It is an exploratory and descriptive qualitative research, through intrinsic case study, non-probabilistic, intentional sample of cases by criteria and convenience, made up of 15 informants in 2016. The information was collected through focus groups, analyzed by data reduction in three levels, using the constant comparison scheme, not grouping them into predetermined categories, by inductive reasoning process, validated with criteria of rigor and triangulation of researchers. In the first level 320 units of meaning emerged, grouped in six descriptive categories. In the second level there are three metacategories, in the third level there are two qualitative domains: contributions of students for the implementation of Clinical Simulation, and its contribution as a learning strategy in the development of disciplinary and generic competences. The conclusion is that this methodology reduces the existing gap between theory and practice, strengthens generic competences and allows the student to take responsibility for their training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Educación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="pt"><![CDATA[Simulação]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Profissionalizante]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[Students nursing]]></kwd>
<kwd lng="en"><![CDATA[Education professional]]></kwd>
<kwd lng="en"><![CDATA[Nursing Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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