<?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>0864-2141</journal-id>
<journal-title><![CDATA[Educación Médica Superior]]></journal-title>
<abbrev-journal-title><![CDATA[REMS]]></abbrev-journal-title>
<issn>0864-2141</issn>
<publisher>
<publisher-name><![CDATA[Centro Nacional de Información de Ciencias MédicasEditorial Ciencias Médicas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0864-21412023000300006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Representaciones sobre el cuidado de enfermería en contexto de crisis ambiental en el currículo de pregrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Representations about Nursing Care within the Undergraduate Curriculum in the Context of an Environmental Crisis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Véliz-Rojas]]></surname>
<given-names><![CDATA[Lizet Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Geraldo]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abarca Carvajal]]></surname>
<given-names><![CDATA[Mabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abarca Vivanco]]></surname>
<given-names><![CDATA[Cynthia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiva Arancibia]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alballay Torres]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de La Serena Departamento de enfermería ]]></institution>
<addr-line><![CDATA[ La Serena]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica del Norte Facultad de Medicina ]]></institution>
<addr-line><![CDATA[ Coquimbo]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Clínica Santa María Unidad coronaria ]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del Alba Facultad ciencias de la salud ]]></institution>
<addr-line><![CDATA[ La serena]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</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=S0864-21412023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412023000300006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412023000300006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Se ha sugerido que la crisis ambiental es una de las mayores amenazas para la salud pública. Sin embargo, se presta poca atención a este fenómeno en la formación de profesionales de la salud.  Objetivo:  Identificar las representaciones sociales sobre la enseñanza-aprendizaje del cuidado de enfermería en el contexto de crisis ambiental global, desde la perspectiva de enfermeras docentes universitarios en Chile.  Métodos:  Estudio cualitativo, descriptivo, hermenéutico, delineado por medio de las representaciones sociales en su enfoque procesual. El método de producción de información resultó la entrevista enfocada. El muestreo fue teórico y el tamaño de la muestra se determinó por criterio de saturación (n = 15). Se realizó triangulación de fuentes y se utilizó el análisis de contenido cualitativo inductivo.  Resultados:  Emergieron tres líneas temáticas: 1. Cambio climático y medio ambiente en el currículo; 2. Oportunidades en la enseñanza y el aprendizaje de cambio climático y medio ambiente, con cuatro categorías: sensibilidad de los estudiantes frente a temas medioambientales; motivaciones personales del docente, asignaturas facilitadoras y políticas institucionales; y 3. Barreras en la enseñanza y el aprendizaje de cambio climático y medio ambiente, con tres categorías: modelo biomédico, resistencia al cambio y escases de interdisciplinariedad.  Conclusiones:  Los temas relacionados con la crisis ambiental global no están considerados en los currículos de enfermería, y se incluyen en las asignaturas solo cuando hay interés por parte del docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The environmental crisis has been suggested to be one of the greatest threats to public health. However, this phenomenon is given little attention during the training of health professionals.  Objective:  To identify the social representations about the teaching-learning of nursing care in the context of the global environmental crisis, from the perspective of university teaching nurses in Chile.  Methods:  A qualitative, descriptive and hermeneutic study was carried out, with a process-based approach using social representations. The method for producing information was the focused interview. The sampling was theoretical and the sample size was determined by saturation criteria (n=15). Triangulation of sources was performed and inductive qualitative content analysis was used.  Results:  Three thematic lines appeared: 1. climate change and environment within the curriculum; 2. opportunities as part of teaching and learning about climate change and environment (including four categories: students' sensitivity towards environmental issues, professors' personal motivations, facilitating subjects, and institutional policies); and 3. obstacles in teaching and learning about climate change and environment (including three categories: biomedical model, resistance to change, and scarcity of interdisciplinarity).  Conclusions:  Topics related to the global environmental crisis are not considered within the nursing curriculums; they are included in subjects only when the professors are interested in doing so.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[ambiente]]></kwd>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[currículos]]></kwd>
<kwd lng="es"><![CDATA[universidades]]></kwd>
<kwd lng="en"><![CDATA[Nursing students]]></kwd>
<kwd lng="en"><![CDATA[environment]]></kwd>
<kwd lng="en"><![CDATA[climate change]]></kwd>
<kwd lng="en"><![CDATA[curriculums]]></kwd>
<kwd lng="en"><![CDATA[universities]]></kwd>
</kwd-group>
</article-meta>
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<volume>5</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>316-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
