<?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>S0864-03192023000100023</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencia formativa de académicos en dos universidades latinas en diplomado de simulación clínica en enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Training Experience with Scholars from two Latin-American Universities during a Diploma Course in Nursing Clinical Simulation]]></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[Calderón Calderón]]></surname>
<given-names><![CDATA[María Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas Díaz]]></surname>
<given-names><![CDATA[Aleida Antonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espino Ruíz]]></surname>
<given-names><![CDATA[Danaris Anáy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo de Lemus]]></surname>
<given-names><![CDATA[Rosa Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González Williams]]></surname>
<given-names><![CDATA[Yolanda María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad &#8220;Arturo Prat&#8221; Carrera de Enfermeria ]]></institution>
<addr-line><![CDATA[ Sede Victoria]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Panamá Facultad de Enfermería ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Panamá</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=S0864-03192023000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-03192023000100023&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-03192023000100023&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  Capacitar en simulación clínica asegura calidad de la enseñanza e incrementa conocimientos necesarios para realizar procesos dinámicos que involucren creación de entornos hipotéticos de representaciones auténticas de realidades sanitarias. Esta estrategia reviste importancia para concretar productos e insumos derivados de entrenamientos en simulación, ligados a satisfacción de profesionales que finalizan estas experiencias formativas.  Objetivo:  Conocer la satisfacción general de académicos y el producto obtenido de una experiencia formativa en modalidad de diplomado en simulación clínica de alta fidelidad.  Métodos: Estudio descriptivo, de corte trasversal, con análisis teórico-lógico-reflexivo desde la literatura que respaldó el diseño didáctico del proyecto. Se trabajó con la totalidad de académicos de la Facultad de Enfermería, Universidad de Panamá (N = 146), durante mayo-julio del 2022. Hubo clases sincrónicas y asincrónicas y una semana presencial para exposiciones de escenarios. Se evaluó la estrategia con cuestionario de cinco dimensiones validado por criterios de jueces. El puntaje Alfa de Cronbach final fue 0,89. Se incluyeron profesores con más de 92 % de asistencia a clases, los que tuvieron conexiones inestables a encuentros se excluyeron. Se realizó análisis estadístico descriptivo en programa SPSS. Se siguieron normas éticas y recomendaciones para estudios con seres humanos.  Resultados:  El 99 % evaluó la capacitación con nivel de satisfacción muy alto. Se obtuvieron productos clave, como reglamentos, consentimientos informados y banco de escenarios validados, como insumos de trabajo para la facultad.  Conclusiones:  Los resultados configuraron respuestas de un grupo de académicos capacitados en simulación clínica, con valoración de muy alta satisfacción. Los productos obtenidos se encaminaron a normativas y guías para uso de simulación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  Clinical simulation training ensures the quality of teaching and increases the knowledge necessary to carry out dynamic processes involving the creation of hypothetical environments of authentic representations of health realities. This strategy is important for the realization of products and inputs derived from simulation training, linked to the satisfaction of professionals who complete these training experiences.  Objective:  To know the general satisfaction of scholars and the product obtained from a training experience as a diploma course in high-fidelity clinical simulation.  Methods:  A descriptive and cross-sectional study was carried out, following a theoretical-logical-reflexive analysis from the literature, which supported the didactic design of the project. The working methodology included all the scholars from the Nursing School at University of Panama (N=146), during May-July 2022. There were synchronous and asynchronous classes, as well as a face-to-face week for scenario presentations. The strategy was evaluated with a five-dimension questionnaire validated by judges' criteria. The final Cronbach's alpha score was 0.89. Professors with more than 92% of class attendance were included; those with unstable connections to meetings were excluded. A descriptive statistical analysis was performed in the SPSS software. Ethical norms and recommendations for studies with human beings were followed.  Results:  99% assessed the training with a very high level of satisfaction. Key products were obtained, such as regulations, informed consents and a stock of validated scenario, as working inputs for the school.  Conclusions:  The outcomes included responses from a group of scholars trained in clinical simulation, with very high satisfaction ratings. The products obtained were directed towards regulations and guidelines for the use of simulation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[enseñanza mediante simulación de alta fidelidad]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación profesional]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[high-fidelity simulation teaching]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="en"><![CDATA[professional education]]></kwd>
</kwd-group>
</article-meta>
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