<?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>S0864-03192021000300012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Atributos explorados en tutores clínicos, para conducir el aprendizaje práctico del estudiante de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Attributes Explored in Clinical Advisors, in View of Conducting Practice Learning of Nursing Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Rodríguez]]></surname>
<given-names><![CDATA[José Rolando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aliaga Pérez]]></surname>
<given-names><![CDATA[Luis Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado San Román]]></surname>
<given-names><![CDATA[Ximena Ruby]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Febré Vergara]]></surname>
<given-names><![CDATA[Naldy Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Viña del Mar Escuela de Ciencias de la Salud ]]></institution>
<addr-line><![CDATA[ Viña del Mar]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Andrés Bello  ]]></institution>
<addr-line><![CDATA[ Santiago de Chile]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192021000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192021000300012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192021000300012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  La mentoría en formación de estudiantes de enfermería en ambientes clínicos es reconocida en países como Canadá, Reino Unido (Nursing Midwifery Council) España e Italia, donde es identificada como problemática de la profesión, por debilitarse el tutelaje de estudiantes en escenarios de formación práctica.  Objetivo:  Describir atributos que perciben tutores clínicos de enfermería para conducir el aprendizaje formativo en prácticas clínicas.  Métodos:  Estudio descriptivo, exploratorio. Las unidades de análisis fueron tutores de dos unidades académicas de universidades chilenas, temporalidad del estudio: marzo 2018 a noviembre 2019. Para seleccionar los participantes se optó por muestreo homogéneo; activo hasta obtener saturación muestral y suficiencia de información. Se incluyeron al estudio enfermeras asistenciales, contratadas por universidades, con más de tres años como tutores; se excluyeron, académicos supervisores de prácticas, que son parte del cuerpo de escuelas de enfermería de ambas universidades. El trabajo de campo se inició con vagabundeo; se crearon mapas sociales y temporales para primeros acercamientos a los participantes. Para recoger la información, se usó técnica de grupos focales. Se respetaron exigencias y principios éticos de estudios con seres humanos.  Resultados: Los tutores percibieron que una buena práctica se inicia con proyección y proximidad de universidad con hospital, destacan necesidad de formación para su acción de mentoría con estudiantes, influenciada por condiciones favorecedoras del clima de aprendizaje del entorno clínico.  Conclusiones: Cinco subcategorías configuran atributos de tutores para conducir prácticas clínicas: desarrollo del plan de estudio, planificación de tutoría, entorno de aprendizaje clínico, supervisión de práctica y pensamiento científico-reflexivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Advisorship in the training of Nursing students in clinical settings is recognized in countries such as Canada, the United Kingdom (Nursing Midwifery Council), Spain and Italy, where it is identified as a problem in the profession, due to the weakening of student tutelage in settings for practice training.  Objective:  To describe attributes perceived by clinical Nursing advisors concerning the conduction of formative learning in clinical practices.  Methods:  Descriptive and exploratory study. The analysis units were advisors from two academic units of Chilean universities. The study period was defined from March 2018 to November 2019. To select the participants, homogeneous sampling was chosen, active until sample saturation and information sufficiency were obtained. The study included practicing nurses hired by universities, with more than three years as advisors. The study excluded academic practice advisors who belong to the Nursing school faculties of both universities. Field work began with mind-wandering; social and temporal maps were created for first approaches to the participants. To collect the information, the focus group technique was used. Demands and ethical principles of studies with human beings were respected.  Results: The advisors perceived that a good practice begins with a projection and proximity between university and hospital. They highlight their need for training in the work as students&#8217; advisors, influenced by conditions that favor the learning environment of the clinical setting.  Conclusions:  Five subcategories make up the attributes of advisors to conduct clinical practices: development of the study plan, planning of advisorship, clinical learning environment, supervision of practice, and scientific-reflective thinking.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[práctica del docente de enfermería]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[mentores]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="en"><![CDATA[nursing teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Nursing students]]></kwd>
<kwd lng="en"><![CDATA[advisors]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
</kwd-group>
</article-meta>
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