<?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>S0864-03192023000100045</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Valoración de estudiantes de enfermería sobre la simulación clínica en tres universidades latinoamericanas]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing Students&#8217; Evaluation about Clinical Simulation in Three Latin-American Universities]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michel Cía]]></surname>
<given-names><![CDATA[Jorge Gustavo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Gálvez]]></surname>
<given-names><![CDATA[Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Aliaga]]></surname>
<given-names><![CDATA[Eduardo Alexis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Vilela]]></surname>
<given-names><![CDATA[Miriam]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Cuyo Facultad de Salud Escuela de Enfermería]]></institution>
<addr-line><![CDATA[ Mendoza]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad &#8220;Bernardo O´Higgins&#8221; Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad &#8220;Bernardo O´Higgins&#8221; Facultad de Ciencias de la Salud Hospital de Simulación y Laboratorios]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Mayor de San Andrés Facultad de Medicina, Enfermería, Nutrición y Tecnología Médica Escuela de Enfermería]]></institution>
<addr-line><![CDATA[ La Paz]]></addr-line>
<country>Bolivia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>39</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-03192023000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192023000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192023000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  A la simulación clínica, fundamental en la formación profesional de enfermería, se le atribuyen variadas ventajas respecto a otras metodologías. Es importante conocer cómo esta metodología es valorada por parte de los estudiantes.  Objetivo:  Analizar la valoración de los estudiantes de enfermería sobre la metodología de simulación en tres universidades latinoamericanas.  Métodos:  Se realizó un estudio cuantitativo, descriptivo, transversal. La población correspondió a los estudiantes de la carrera de enfermería de tres universidades, una de Argentina, una de Bolivia y otra de Chile. La muestra, de carácter intencionado, incluyó a estudiantes que cursaban programas de simulación. El estudio se realizó en las ciudades de Mendoza, La Paz y Santiago. Se utilizó un instrumento validado por juicio de expertos, que evaluaba el grado de acuerdo/desacuerdo a través de 34 aseveraciones, a través de escala tipo Likert.  Resultados:  Participaron 221 estudiantes, 72 (32,58 %) correspondieron a Argentina, 34 (15,38 %) a Bolivia y 115 a Chile (52,04 %). El puntaje promedio total para el instrumento fue de 4,47 ± 0,19, considerando los 3 países. Al analizar la media por país se obtiene: Argentina 4,38 ± 0,32, Bolivia 4,68 ± 0,22 y Chile 4,04 ± 0,17. La confiabilidad fue alta (0,94). Se realizó prueba de Krusbal-Vallis, no se encontró diferencia entre la muestra de los países.  Conclusiones:  El instrumento demostró ser válido y confiable. Los elementos con mayor valoración tuvieron relación con la capacidad de la simulación para fortalecer el desarrollo profesional; el aspecto con menor valoración correspondió al déficit de simulaciones interprofesionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Clinical simulation, fundamental in professional nursing education, has been attributed several advantages over other methodologies. It is important to know how this methodology is evaluated by students.  Objective:  To analyze nursing students' evaluation regarding the simulation methodology in three Latin-American universities.  Methods:  A quantitative, descriptive and cross-sectional study was carried out. The population consisted of the Nursing major students from three universities from Argentina, Bolivia and Chile. The sample, of a purposive nature, included students enrolled in simulation programs. The research was carried out in the cities of Mendoza, La Paz and Santiago. The used instrument was validated by expert judgment and evaluated the degree of agreement or disagreement through 34 statements, using a Likert-type scale.  Results:  A total of 221 students participated: 72 (32.58 %) from Argentina, 34 (15.38 %) from Bolivia and 115 from Chile (52.04 %). The total mean score for the instrument was 4.47 ± 0.19, considering the three countries. The mean was analyzed according to each country: Argentina was 4.38 ± 0.32, Bolivia was 4.68 ± 0.22 and Chile was 4.04 ± 0.17. Reliability was high (0.94). The Kruskal-Wallis test was performed and no difference was found between the sample by countries.  Conclusions:  The instrument proved to be valid and reliable. The highest rated items were related to simulation&#8217;s capacity to strengthen professional development. The lowest rated aspect corresponded to a deficit of interprofessional simulations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="en"><![CDATA[Nursing]]></kwd>
<kwd lng="en"><![CDATA[clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[Nursing students]]></kwd>
</kwd-group>
</article-meta>
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