<?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>0864-0319</journal-id>
<journal-title><![CDATA[Revista Cubana de Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cubana Enfermer]]></abbrev-journal-title>
<issn>0864-0319</issn>
<publisher>
<publisher-name><![CDATA[Editorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-03192020000100011</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de prácticas clínicas simuladas participativas como piedra angular de la planificación docente en enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[A Model of Participatory Simulated Clinical Practices as a Cornerstone in Nursing Teaching Planning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madrigal Fernández]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Pérez]]></surname>
<given-names><![CDATA[Lucía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de la O]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernáez Muriel]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frutos Martín]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valladolid Departamento de enfermería ]]></institution>
<addr-line><![CDATA[Valladolid ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Sanidad de Castilla y León  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192020000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192020000100011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192020000100011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La planificación docente en enfermería debe considerar la simulación clínica como una parte fundamental, proponiendo programas docentes de simulación que permitan la adquisición de competencias en el marco de determinadas áreas de la disciplina enfermera. Ese enfoque debe ir encaminado a comprobar que la forma de planificar el contenido y la ejecución de las prácticas simuladas tiene que lograr la implicación del alumnado, mediante una mayor participación y retroalimentación.  Objetivo:  Evaluar si prácticas más participativas y motivadoras suponen un mejor rendimiento en el aprendizaje del alumnado frente a modelos docentes más clásicos con menor participación.  Métodos: Estudio transversal descriptivo con una muestra final de 110 individuos, desarrollado en la Facultad de Enfermería de Valladolid entre septiembre 2016 y marzo 2018, en el que se evaluaron las competencias adquiridas a través de un cuestionario acerca de un supuesto práctico clínico tras efectuar un modelo de prácticas participativo frente a otro menos participativo. Significación estadística obtenida por t -student.  Resultados: La evaluación de las prácticas clínicas simuladas más participativas se puntúa por los participantes con un valor promedio de 8,2 puntos sobre 10. Sin embargo, la metodología clásica de clase teórico-práctica, con una menor participación activa, recibe un valor de 6,1 (sobre 10).  Conclusión: El modelo de prácticas simuladas más participativo produce un mayor aprendizaje en el alumnado, pero sobre todo, pone en evidencia que las prácticas simuladas más participativas suponen un modelo docente adecuado para la consecución de las competencias formativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Nursing teaching planning should consider clinical simulation as a fundamental part, proposing simulation-teaching programs that allow acquisition of competences within certain areas of the nursing discipline. Such approach should be aimed at verifying that the way to plan the content and the execution of the simulated practices are to guarantee student involvement, by means of better participation and feedback.  Objective:  To assess whether more participatory and motivational practices mean better student learning performance compared to more classic teaching models with less participation.  Methods:  Descriptive and cross-sectional study with a final sample of 110 individuals, carried out at the Nursing School of Valladolid, between September 2016 and March 2018, in which the competences acquired were evaluated through a questionnaire about a supposed clinical practical test after conducting a participatory practice model versus a less participatory one. Statistical significance was obtained by t-student.  Results:  The evaluation of the most participatory simulated clinical practices is scored by the participants with an average value of 8.2 out of 10. However, the classical methodology of theoretical-practical lesson, with a lower active participation, receives a value of 6.1 (out of 10).  Conclusion:  The most participatory simulated practice model produces greater learning in students, but, above all, it shows that the most participatory simulated practices represent an adequate teaching model for achieving training competences.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza mediante simulación de alta fidelidad]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje discriminativo]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="en"><![CDATA[high-fidelity simulation teaching]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[discrimination learning]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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