<?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>S0864-03192020000400014</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje y rendimiento académico en estudiantes de enfermería durante evaluaciones de simulación clínica]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning styles and academic performance in nursing students during clinical simulation evaluations]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caballero Muñoz]]></surname>
<given-names><![CDATA[Erika M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ben-Azul Avendaño]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Busquets Losada]]></surname>
<given-names><![CDATA[Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernández Cortina]]></surname>
<given-names><![CDATA[Abdul]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Astorga Villegas]]></surname>
<given-names><![CDATA[Catalina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Finis Terrae  ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad San Sebastián  ]]></institution>
<addr-line><![CDATA[Santiago ]]></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>36</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192020000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192020000400014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192020000400014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: Los estilos de aprendizaje son rasgos cognitivos, afectivos y fisiológicos que indican como el estudiante percibe, interrelaciona y responde al ambiente de aprendizaje. La comprensión del propio estilo y la simulación realística permiten documentar la adquisición de competencias.  Objetivo:  Identificar la relación entre los estilos de aprendizaje y el rendimiento académico de estudiantes de primer año, carrera de enfermería en la asignatura primeros auxilios con simulación clínica.  Métodos:  Estudio de enfoque cuantitativo, diseño descriptivo correlacional. Se tomó una muestra de 68 estudiantes iniciales de la carrera de enfermería, Universidad Finis Terrae, en el segundo semestre de 2017, con un muestreo por conveniencia, de un universo de 75 estudiantes; se midieron los estilos de aprendizaje con los instrumentos de CHAEA y Kolb, validados en Chile. Se evaluó el rendimiento con notas de prueba y talleres de simulación. Para el análisis estadístico se usó el Coeficiente de Correlación de Pearson.  Resultados:  El 80,88 % de los estudiantes son mujeres, edad promedio 19,5 años y un 17,65 % trabaja. El promedio de notas del taller Reanimación Cardio Pulmonar fue de 6,29 (Escala 1-7), del taller de simulación clínica integrado fue de 6,27 y de la prueba teórica fue 5,6. Predominaron en los estudiantes un estilo pragmático (52,80 % en alto y muy alto) y teórico (66,10 % en alto y muy alto) según Honey Alonso; y asimiladores y acomodadores según Kolb.  Conclusión:  Se observó que hubo correlación entre los estilos de aprendizaje y el rendimiento académico y que la experiencia activa con simulación mejoró las calificaciones de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Learning styles are cognitive, affective, and physiological features that indicate how the student perceives, interrelates, and responds to the learning environment. Understanding your own style and realistic simulation allow you to document the acquisition of skills.  Objective:  To identify the relation between learning styles, learning achievements and academic performance in first year students in first aid subject with clinical simulation, nursing career, Finis Terrae University, 2017.  Methods:  Quantitative approach, descriptive correlational design. A sample of 68 initial nursing students was taken in the second semester of 2017, with a convenience sampling, from a universe of 75 students; Learning styles were measured with the CHAEA and Kolb instruments, validated in Chile. Performance was assessed with test notes and simulation workshops. Pearson Correlation Coefficient was used for statistical analysis.  Results:  80,88 % of the students are women, average age 19,5 years and 17,65 % work. The average marks of the Cardiopulmonary Resuscitation workshop were 6,29 (Scale 1-7), the integrated clinical simulation workshop was 6,27 and the theoretical test was 5,6. Students predominate in a pragmatic (52,80 %) and theoretical (66,10 %) style according to Honey Alonso, and assimilators and ushers according to Kolb.  Discussion: It was observed that there is a correlation between learning styles and academic performance, and active simulation experience improves student performance.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Perfiles de estilos de aprendizaje y rendimiento académico en estudiantes de primer año de enfermería]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sáez]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Ramírez]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Cienc. enferm]]></source>
<year>2016</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>87-99</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Acevedo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de Aprendizaje de los Estudiantes de la Facultad de Ingeniería de la Universidad de Cartagena (Colombia)]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Cavadia]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Alvis]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Form. Univ.]]></source>
<year>2015</year>
<volume>8</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>15-22</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Galdames]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Existe Modelamiento Profesional de los Estilos de Aprendizaje?]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Prech]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Gandarilla]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Cantín]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Zavando]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Sandoval]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Morphology]]></source>
<year>2010</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>13-8</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Canalejas]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de aprendizaje en los estudiantes de enfermería]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Pineda]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Vera]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Soto]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Educ. méd]]></source>
<year>2005</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>33-40</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Juguera]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La simulación clínica como herramienta pedagógica: percepción de los alumnos de Grado en Enfermería en la UCAM (Universidad Católica San Antonio de Murcia)]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Leal]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Rojo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Echevarría]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Enferm. glob]]></source>
<year>2014</year>
<volume>13</volume>
<numero>33</numero>
<issue>33</issue>
<page-range>175-90</page-range></nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camacho]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Una mirada crítica de la formación del profesional de enfermería con perspectiva reflexiva]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev. Enferm. Universitaria ENEO-UNAM]]></source>
<year>2010</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-44</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Saiz]]></surname>
<given-names><![CDATA[Á]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El desarrollo de profesionales reflexivos: una experiencia en la formación inicial de médicos a través de simulación clínica]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Susinos]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Docencia Universitaria]]></source>
<year>2014</year>
<volume>12</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>453-76</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maestre]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Theories and Styles of Debriefing: the Good Judgment Method as a Tool for Formative Assessment in Healthcare]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Rudolphb]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Esp Cardiol]]></source>
<year>2015</year>
<volume>68</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>282-5</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Gallego]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Honey]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Los estilos de aprendizaje. Procedimientos de diagnóstico y mejora]]></source>
<year>2006</year>
<edition>7a ed</edition>
<publisher-loc><![CDATA[España ]]></publisher-loc>
<publisher-name><![CDATA[Ediciones Mensajero]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escurra]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análisis psicométrico del Cuestionario de Honey y Alonso de Estilos de Aprendizaje (Chaea) con los modelos de la Teoría Clásica de los Tests y de Rasch]]></article-title>
<source><![CDATA[Persona]]></source>
<year>2011</year>
<numero>14</numero>
<issue>14</issue>
<page-range>71-109</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bhatti]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identification of the Learning Styles of Mbbs Students of the Conventional and Modular System]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Khan]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Bashir]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Jahan]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Khyber Medical University Journal]]></source>
<year>2015</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>64-7</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lisko]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Integration of theory and practice: experiential learning theory and nursing education]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[O&#8217;Dell]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Nursing Education Perspectives (National League for Nursing)]]></source>
<year>2010</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>106-8</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Maureira]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Propiedades psicométricas del inventario de estilos de aprendizaje de Kolb y del cuestionario de Felder-Silverman en estudiantes de educación física de Santiago de Chile. / Psychometric properties of the inventory of learning styles of Kolb and Felder-Silverman questionnaire in student of physical education of Santiago of Chile]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Palma]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Véliz]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Ciencias de la Actividad Física UCM]]></source>
<year>2018</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-55</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ortiz Ojeda]]></surname>
<given-names><![CDATA[AF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de aprendizaje y rendimiento académico en estudiantes de Ingeniería en México]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Canto Herrera]]></surname>
<given-names><![CDATA[PJ]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Estilos de Aprendizaje]]></source>
<year>2013</year>
<volume>6</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>160-77</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fleming]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Undergraduate nursing students&#8217; learning styles: a longitudinal study]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McKee]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Huntley-Moore]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Education Today]]></source>
<year>2011</year>
<volume>31</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>444-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shinnick]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning style impact on knowledge gains in human patient simulation]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Woo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Education Today]]></source>
<year>2015</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>63-7</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Laeeq]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning styles in two otolaryngology residency programs]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Weatherly]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Carrott]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Pandian]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
<name>
<surname><![CDATA[Cummings]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Bhatti]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Laryngoscope]]></source>
<year>2009</year>
<volume>119</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>2360-5</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[An]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning styles theory fails to explain learning and achievement: Recommendations for alternative approaches. Personality &amp; Individual Differences]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Carr]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[]]></source>
<year>2017</year>
<volume>116</volume>
<page-range>410-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trelles Astudillo]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estrategias y estilos de aprendizaje y su relación con el rendimiento académico en estudiantes universitarios de Psicología Educativa]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Alvarado Maldonado]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Montánchez Torres]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[killkana_social]]></source>
<year>2018</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>9-6</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vizeshfar]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of teaching based on dominant learning style on nursing students&#8217; academic achievement]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Torabizadeh]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Education in Practice]]></source>
<year>2018</year>
<volume>28</volume>
<page-range>103-8</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
