<?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>1029-3019</journal-id>
<journal-title><![CDATA[MEDISAN]]></journal-title>
<abbrev-journal-title><![CDATA[MEDISAN]]></abbrev-journal-title>
<issn>1029-3019</issn>
<publisher>
<publisher-name><![CDATA[Centro Provincial de Información de Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1029-30192023000600015</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Habilidades digitales y tecnoestrés en docentes universitarios mayores de 60 años]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital skills and technostress in university professors aged 60 years and over]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quispe Huanca]]></surname>
<given-names><![CDATA[Milthon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argota Pérez]]></surname>
<given-names><![CDATA[George]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huamán Carreón]]></surname>
<given-names><![CDATA[Carlos Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bolaños Calderón]]></surname>
<given-names><![CDATA[Ramiro Amílcar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benites Noriega]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Andina Néstor Cáceres Velásquez  ]]></institution>
<addr-line><![CDATA[Puno ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Investigaciones Avanzadas y Formación Superior en Educación, Salud y Medio Ambiente AMTAWI  ]]></institution>
<addr-line><![CDATA[Ica ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>6</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1029-30192023000600015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1029-30192023000600015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1029-30192023000600015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Las limitaciones en el uso de las tecnologías en los docentes de la educación superior conducen al aislamiento social y la exclusión e impiden demostrar las competencias profesionales.  Objetivo:  Describir las habilidades digitales en docentes universitarios adultos mayores y su relación con el tecnoestrés.  Métodos:  Se realizó un estudio cualitativo, de mayo a noviembre del 2022, de 19 docentes en las edades de 60 y más años de la Universidad Nacional San Luis Gonzaga de Ica, en Perú. Para ello, se desarrolló un taller de capacitación y se evaluó la comprensión de 6 herramientas teórico-prácticas de la categoría docente en el proceso de enseñanza-aprendizaje a través de la ejecución de actividades (cuestionario, chat y tareas) en la plataforma virtual Moodle. Asimismo, se orientó marcar los criterios de identificación de la investigación formativa y, para la calificación, se establecieron 3 intervalos de puntuación. Se aplicó una encuesta fundamentada en la demostración de las habilidades digitales y el estado emocional en relación con la tecnología.  Resultados:  El valor promedio de la calificación fue 14,73±0,42 y se obtuvieron los siguientes porcentajes para cada intervalo de puntuación: I) 57,9; II) 31,6 y III) 10,5. Igualmente, 73,7 % requirió asistencia técnica para interactuar con la enseñanza virtual, mientras que 84,2 % se agobió con el uso de la tecnología. Existió correlación (p=0,0256) entre la puntuación asignada en las habilidades digitales y el tecnoestrés.  Conclusiones:  Los docentes universitarios mayores de 60 años mostraron deficiencias en las habilidades digitales, lo cual condujo a la aparición de tecnoestrés.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Limitations in the use of technologies in higher education professors lead to social isolation and exclusion and prevent the demonstration of professional skills.  Objective:  Describe digital skills in elderly university professors and their relationship with technostress.  Methods:  A qualitative study was carried out, from May to November, 2022, of 19 professors aged 60 years and over from San Luis Gonzaga National University in Ica, Peru. To this purpose, a training workshop was developed and the understanding of 6 theoretical-practical tools of teaching category in the teaching learning process was evaluated through the implementation of activities (questionnaire, chat and tasks) on the online platform Moodle. Likewise, the aim was to mark the identification criteria of training research and, for grading, 3 scoring intervals were established. A survey was applied based on the demonstration of digital skills and the emotional state concerning technology.  Results:  The mean value of score was 14.73±0.42 and the following percentages were obtained for each score interval: I) 57.9; II) 31.6 and III) 10.5. Also, 73.7% required technical assistance to interact with virtual teaching, while 84.2% were overwhelmed with the use of technology. There was a correlation (p=0.0256) between the score assigned in digital skills and technostress.  Conclusions:  University professors over 60 years of age showed deficiencies in the digital skills, which led to the appearance of technostress.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[tecnoestrés]]></kwd>
<kwd lng="es"><![CDATA[competencia profesional]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[adulto mayor]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[faculty]]></kwd>
<kwd lng="en"><![CDATA[technostress]]></kwd>
<kwd lng="en"><![CDATA[professional competence]]></kwd>
<kwd lng="en"><![CDATA[computer literacy]]></kwd>
<kwd lng="en"><![CDATA[elderly]]></kwd>
</kwd-group>
</article-meta>
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