<?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>S0864-03192020000200005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación interprofesional y vivencias de los estudiantes en la ejecución de proyectos de desarrollo social]]></article-title>
<article-title xml:lang="en"><![CDATA[Interprofessional Education and Life Experience of Students in the Implementation of Social Development Projects]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cajachagua Castro]]></surname>
<given-names><![CDATA[Mayela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamani Limachi]]></surname>
<given-names><![CDATA[Rut]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda Limachi]]></surname>
<given-names><![CDATA[Keila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davila Villavicencio]]></surname>
<given-names><![CDATA[Roussel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>36</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192020000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192020000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192020000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La educación terciaria tiene el reto de formar profesionales de salud idóneos para desempeñarse como agentes proactivos de cambio. La participación en proyectos sociales es una estrategia para integrar la educación interprofesional en sus competencias.  Objetivo: Comprender las vivencias de los estudiantes que participan en proyectos de desarrollo social, en el marco de la educación interprofesional.  Métodos: Estudio cualitativo con enfoque fenomenológico. La muestra se obtuvo por saturación teórica, conformada por 11 estudiantes que participaron en proyectos de desarrollo social. La colecta de datos se realizó con una entrevista en profundidad a los estudiantes que otorgaron su consentimiento informado. Se utilizó el análisis fenomenológico de Coalizzi identificando significados, categorías y subcategorías.  Resultados: Del análisis de los discursos emergieron 4 categorías: trabajo en equipo, colaboración interprofesional, toma de decisiones y resolución de conflictos, adquisición de nuevos conocimientos y habilidades.  Conclusiones: Los estudiantes participantes fortalecieron el trabajo en equipo ya que conocieron mejor su rol. La comunicación interprofesional fue base para consolidar su participación en los roles de liderazgo y les permitió visualizar su actuar ulterior como profesionales de la salud en la búsqueda de la atención centrada en el paciente con una práctica colaborativa. Frente a dificultades surgidas aprendieron a tomar decisiones en equipo para resolver los conflictos a través del reconocimiento de las líneas de autoridad. Han adquirido nuevos conocimientos y habilidades lo que permite que su formación sea más sólida al asumir un compromiso con la sociedad para dar una atención centrada en el paciente, interprofesionalmente y con calidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Tertiary education is challenged to train health professionals qualified to act as proactive agents of change. Participation in social projects is a strategy to integrate interprofessional education into its competences.  Objective:  To understand the experiences of the students who participate in social development projects, within the framework of interprofessional education.  Methods:  Qualitative study with a phenomenological approach. The sample was obtained by theoretical saturation, made up of 11 students who participated in social development projects. The data collection was carried out with an in-depth interview with the students who gave their informed consent. Colaizzi's phenomenological analysis was used, and meanings, categories and subcategories were identified.  Results:  From the analysis of the discourses, four categories emerged: teamwork, interprofessional collaboration, decision making and conflict resolution, acquisition of new knowledge and skills.  Conclusions:  The participating students strengthened teamwork, as they knew their role better. Interprofessional communication was the basis to consolidate their participation in leadership roles and allowed them to visualize their subsequent actions as health professionals in the search for patient-centered care with collaborative practice. Before the difficulties that appeared, they learned to make team decisions to resolve conflicts through the recognition of lines of authority. They have acquired new knowledge and skills, which makes their training more solid by assuming a commitment to society and to provide quality patient-centered care interprofessionally.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación interprofesional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes del área de la salud]]></kwd>
<kwd lng="es"><![CDATA[conducta cooperativa]]></kwd>
<kwd lng="es"><![CDATA[bienestar social]]></kwd>
<kwd lng="en"><![CDATA[interprofessional]]></kwd>
<kwd lng="en"><![CDATA[health students]]></kwd>
<kwd lng="en"><![CDATA[cooperative conduct]]></kwd>
<kwd lng="en"><![CDATA[social welfare]]></kwd>
</kwd-group>
</article-meta>
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