<?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[Educ Med Super]]></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>S0864-21412022000100012</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategia pedagógica para la práctica clínica en la asignatura Cuidado del Adulto II]]></article-title>
<article-title xml:lang="en"><![CDATA[A pedagogical strategy for clinical practice in the subject Adult Care II]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Agudelo]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Expósito Concepción]]></surname>
<given-names><![CDATA[María Yaquelin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Mass]]></surname>
<given-names><![CDATA[Diana Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco Cano]]></surname>
<given-names><![CDATA[Carmen Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velasco Banquet]]></surname>
<given-names><![CDATA[Lorena Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Norte Departamento de Enfermería ]]></institution>
<addr-line><![CDATA[ Barranquilla]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S0864-21412022000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S0864-21412022000100012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S0864-21412022000100012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción:  El proceso de enseñanza y aprendizaje en enfermería se caracteriza por articular teoría y práctica. La propuesta se estructuró en el aprendizaje experiencial, donde el sujeto deja de ser observador y se vuelve partícipe de su propia experiencia de aprendizaje.  Objetivo: Diseñar una estrategia pedagógica para la mejora de la práctica clínica en la asignatura de Cuidado del Adulto II.  Métodos: Estudio cuantitativo, no experimental. Participaron 37 estudiantes de Enfermería de la asignatura Cuidado del Adulto II. Se realizó sistematización de la literatura, revisión de los informes académicos anteriores, exámenes diagnósticos sobre procedimientos básicos y específicos, y diagnóstico rápido de curso, lo que sirvió de insumo para el diseño de la estrategia.  Resultados:  La alineación de la asignatura permitió definir la relación Resultado Aprendizaje Enfermería (RAE)-Resultado Aprendizaje Parcial (RAP)-Resultado de Aprendizaje de Curso (RAC) y elaborar la &#8220;Matriz Resultados de Aprendizaje-Actividades de Aprendizaje y Valoración Cuidado II&#8221;, que facilitó estructurar la práctica clínica. Se incorporaron varias Técnicas de Aprendizaje Colaborativo. Se estructuraron las tarjetas de habilidades, las rotaciones de la práctica clínica, y se ajustaron las listas de chequeo para los procedimientos de Enfermería generales y específicos.  Conclusiones: Resulta significativo que el docente genere estrategias pedagógicas que ayuden al estudiante a construir y conectar su conocimiento a partir de las herramientas que los servicios clínicos le puedan proporcionar, para que este participe, decida y sea personaje, al fomentar el ser y el hacer para un conocer y convivir.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The teaching and learning process in nursing is characterized by articulating theory and practice. The proposal was structured upon experiential learning, in which the subject is not an observer anymore and becomes a participant in his/her own learning experience instead.  Objective:  To design a pedagogical strategy for improving clinical practice in the subject Adult Care II.  Methods:  Quantitative and nonexperimental study carried out with 37 Nursing students during their Adult Care II course. Literature systematization, review of previous academic reports, diagnostic tests on basic and specific procedures, as well as rapid course test, were carried out, which served as an input for the strategy design.  Results:  The alignment of the subject allowed to define the relationship between nursing learning outcome, partial learning outcome and course learning outcome (NLO-PLO-CLO) and create a matrix relating learning outcomes, learning activities and Adult Care II assessment, which facilitated structuring the clinical practice. Several collaborative learning techniques were incorporated. Skill cards and clinical practice rotations were structured, and checklists for general and specific nursing procedures were adjusted.  Conclusions:  It is significant that the professor creates pedagogical strategies that help the student build and connect his/her knowledge based on the tools that clinical services can provide them with, in order for the student to participate, decide and be a direct player, by encouraging being and doing in view of knowing and interacting with others.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[competencia clínica]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[clinical competence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="">
<collab>Comisión Intersectorial para el Talento Humano en Salud</collab>
<source><![CDATA[Modelo de evaluación de la docencia servicio para el desarrollo de programas académicos en salud]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Colombia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[MJ]]></given-names>
</name>
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O processo de supervisão em ensino clínico. Perspectiva dos estudantes e enfermeiros]]></article-title>
<source><![CDATA[Investig Enferm. Imagen Desarr]]></source>
<year>2016</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-88</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[Rivera]]></surname>
<given-names><![CDATA[LN]]></given-names>
</name>
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[JL]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El prácticum: eje formador de la práctica reflexiva en enfermería]]></article-title>
<source><![CDATA[Hacia promoc. salud]]></source>
<year>2017</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>70-83</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Castro]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Domínguez]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Transformar para educar 4: Aprendizaje servicio]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Barranquilla, Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Universidad del Norte]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Espinar]]></surname>
<given-names><![CDATA[EM]]></given-names>
</name>
<name>
<surname><![CDATA[Vigueras]]></surname>
<given-names><![CDATA[JA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El aprendizaje experiencial y su impacto en la educación actual]]></article-title>
<source><![CDATA[Revista Cubana de Educación Superior]]></source>
<year>2020</year>
<volume>39</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kolb]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Boyatzis]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Mainemelis]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Experiential learning theory: previous research and new directions]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Sternberg]]></surname>
<given-names><![CDATA[RJ]]></given-names>
</name>
<name>
<surname><![CDATA[Zhang]]></surname>
<given-names><![CDATA[LF]]></given-names>
</name>
</person-group>
<source><![CDATA[The educational psychology series. Perspectives of thinking, learning, and cognitives styles]]></source>
<year>2001</year>
<page-range>227-48</page-range><publisher-loc><![CDATA[Nueva York ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kolb]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Experiential learning: experience as the source of learning and development]]></source>
<year>1984</year>
<publisher-loc><![CDATA[Englewood Cliffs, New Jersey ]]></publisher-loc>
<publisher-name><![CDATA[Prentice Hall]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Hernandez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Castrejon]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de Aprendizaje para el desarrollo de competencias en estudiantes de la Licenciatura en Enfermería]]></article-title>
<source><![CDATA[Rev Iberoam Invest Desar Educ]]></source>
<year>2017</year>
<volume>8</volume>
<numero>15</numero>
<issue>15</issue>
</nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Penagos]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Estrategias de enseñanza-aprendizaje para la formación de estudiantes de enfermería]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Bogotá, D.C., Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Militar Nueva Granada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="book">
<collab>Universidad del Norte</collab>
<source><![CDATA[¿Qué es VisaUN?]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Barranquilla, Colombia ]]></publisher-loc>
<publisher-name><![CDATA[Dirección de Calidad y Proyectos Académicos Universidad del Norte]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gleason]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
<name>
<surname><![CDATA[Rubio]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementación del aprendizaje experiencial en la universidad, sus beneficios en el alumnado y el rol docente]]></article-title>
<source><![CDATA[Revista Educación]]></source>
<year>2020</year>
<volume>44</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moriyama]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Indicators of social change: Problems in the measurements of health status]]></source>
<year>1968</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Russell Sage Foundation]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Millis]]></surname>
<given-names><![CDATA[B. J. A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Versatile interactive focus group protocol for qualitative assessments. Using Interactive Focus Groups 61]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Wiehberg]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[To Improve the academy: Resources for faculty, instructional, and organizational development]]></source>
<year>2003</year>
<page-range>55-61</page-range><publisher-loc><![CDATA[Bolton, MA ]]></publisher-loc>
<publisher-name><![CDATA[Anker Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Covarrubias-Apablaza]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Acosta-Antognoni]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Mendoza-Lira]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relación de autorregulación del aprendizaje y autoeficacia general con las metas académicas de estudiantes universitarios]]></article-title>
<source><![CDATA[Formación Universitaria]]></source>
<year>2019</year>
<volume>12</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>103-14</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[Panadero]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Jönsson]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Botella]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2017</year>
<volume>22</volume>
<page-range>74-98</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[Bettancourt]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Dos]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El docente de enfermería en los campos de práctica clínica: un enfoque fenomenológico]]></article-title>
<source><![CDATA[Rev. Latino-Am. Enfermagem]]></source>
<year>2011</year>
<volume>19</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1-9</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[Canabal]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Margalef]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La retroalimentación: la clave para una evaluación orientada al aprendizaje. Profesorado]]></article-title>
<source><![CDATA[Revista de Currículum y Formación de Profesorado]]></source>
<year>2017</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>149-70</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Amaya-Afanador]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simulación clínica y aprendizaje emocional]]></article-title>
<source><![CDATA[Rev. Colomb. Psiquiat]]></source>
<year>2012</year>
<numero>41</numero>
<issue>41</issue>
<page-range>44-51</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[Medina]]></surname>
<given-names><![CDATA[JL]]></given-names>
</name>
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La enseñanza de la enfermería como una práctica reflexiva]]></article-title>
<source><![CDATA[Texto &amp; Contexto Enfermagem]]></source>
<year>2006</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>303-11</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barkley]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Cross]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Howell]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Técnicas de aprendizaje colaborativo]]></source>
<year>2007</year>
<publisher-loc><![CDATA[Madrid, España ]]></publisher-loc>
<publisher-name><![CDATA[Ministerio de Educación y Ciencia/Morata]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mancilla]]></surname>
<given-names><![CDATA[PN]]></given-names>
</name>
<name>
<surname><![CDATA[Backes]]></surname>
<given-names><![CDATA[VM]]></given-names>
</name>
<name>
<surname><![CDATA[Canever]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estilos de Aprendizaje: Preferencia de los estudiantes de Enfermería de la Universidad de Magallanes, Chile]]></article-title>
<source><![CDATA[Texto contexto-enferm]]></source>
<year>2020</year>
<volume>29</volume>
<numero>Especial</numero>
<issue>Especial</issue>
</nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabrera]]></surname>
<given-names><![CDATA[TA]]></given-names>
</name>
<name>
<surname><![CDATA[Kempfer]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Simulación clínica en la enseñanza de la Enfermería: Experiencia de estudiantes en Chile]]></article-title>
<source><![CDATA[Texto contexto-enferm]]></source>
<year>2020</year>
<volume>29</volume>
<numero>Especial</numero>
<issue>Especial</issue>
</nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valencia Castro]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Tapia Vallejo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Olivares Olivares]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La simulación clínica como estrategia para el desarrollo del pensamiento crítico en estudiantes de medicina]]></article-title>
<source><![CDATA[Invest Educ Méd]]></source>
<year>2018</year>
<volume>8</volume>
<numero>29</numero>
<issue>29</issue>
<page-range>13-22</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Medina]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Barrientos]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Navarro]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El desafío y futuro de la simulación como estrategia de enseñanza en enfermería]]></article-title>
<source><![CDATA[Invest Educ Méd]]></source>
<year>2017</year>
<volume>6</volume>
<numero>22</numero>
<issue>22</issue>
<page-range>119-25</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
