<?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>1665-7063</journal-id>
<journal-title><![CDATA[Enfermería universitaria]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. univ]]></abbrev-journal-title>
<issn>1665-7063</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Escuela Nacional de Enfermería y Obstetricia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-70632019000400374</article-id>
<article-id pub-id-type="doi">10.22201/eneo.23958421e.2019.4.623</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Proceso de Atención de Enfermería como instrumento del cuidado, significado para estudiantes de último curso]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing Process as the care instrument, meaning to senior nursing students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Processo de Atenção de Enfermagem como instrumento do cuidado, significado para estudantes do último curso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda-Limachi]]></surname>
<given-names><![CDATA[K.E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Núñez]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cajachagua-Castro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Peruana Unión Facultad de Ciencias de la Salud Escuela de Enfermería]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Privada Leonardo Da Vinci  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>16</volume>
<numero>4</numero>
<fpage>374</fpage>
<lpage>389</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632019000400374&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632019000400374&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632019000400374&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El Proceso de Atención de Enfermería (PAE) como guía para el cuidado, se aplica desde que inicia la formación académica. Comprender el significado que tiene para estudiantes del último curso permite visualizar la importancia y dificultades que se presentan en su aplicación, para proponer estrategias que fortalezcan la calidad educativa.  Objetivo:  Comprender el significado del PAE que tienen los estudiantes del último curso de Enfermería.  Método:  Estudio con enfoque cualitativo. Referencial teórico y metodológico fue el Interaccionismo Simbólico y la Teoría Fundamentada en los Datos. Muestra por saturación teórica. Colecta de datos con entrevistas semiestructuradas en 17 estudiantes del 10° ciclo de una universidad privada de Lima Este. Análisis de datos basado en la codificación de Strauss y Corbin posibilitó la identificación de categorías y subcategorías, y el fenómeno central.  Resultados:  Emergieron cinco categorías: 1) Cuidado enfermero utilizando el PAE desde el inicio de su formación (Condición causal); 2) Satisfacción o insatisfacción al dar cuidado con el PAE (Contexto); 3) PAE como herramienta de investigación en formación profesional (Condiciones Intervinientes); 4) Dificultades en la aplicación del PAE en el cotidiano de los profesionales (Estrategias de Acción/ Interacción) y 5) Mejora de la práctica al dar cuidado con PAE (Consecuencias).  Conclusiones:  El fenómeno central es el PAE, instrumento que guía el cuidado de enfermería para brindar a las personas atención integral y con fundamento en evidencia científica; a partir de la experiencia profesional con una proyección positiva al campo laboral, no exenta de limitaciones en su aplicación en el campo hospitalario.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The Nursing Process (NP) as the guide to care is encouraged from the beginning of the academic formation; and understanding the meaning which this process has to senior nursing students can yield a more precise visualization of the difficulties regarding its application and, consequently, the possibility to promote strategies aimed at strengthening the related quality of education.  Objective:  To understand the meaning which NA has to senior nursing students.  Method:  This is a study with a qualitative focus. The theoretical and methodological references were the Symbolic Interactionism and the Data Grounded Theory. The sample was formed until theoretical saturation was reached. Data were collected using semi-structured interviews on 17 nursing students in the 10th cycle of a private university in Lima Este. Based on the Strauss and Corbin coding, the data analysis yielded the categories, subcategories, and main phenomenon.  Results:  Five categories emerged: 1) The care using the NP from the beginning of the formation (Causal condition); Satisfaction or insatisfaction while providing care through the NP (Context); NP as a research tool in the professional formation (Intervening conditions); 4) Difficulties while using the NP in the day-to-day activities of the professionals (Action / Interaction strategies); and 5) Improvements in the practice as the result of using the NP (Consequences).  Conclusions:  The central phenomenon is the NP which guides the nursing care in the provision of integral attention based on scientific and wide in scope projection.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O Processo de Atenção de Enfermagem (PAE) como guia para o cuidado, aplica-se desde que inicia a formação académica. Compreender o significado que tem para estudantes do último curso permite visualizar a importância e dificuldades que se apresentam em sua aplicação, para propor estratégias que fortaleçam a qualidade educativa.  Objetivo:  Compreender o significado do PAE que têm os estudantes do último curso de Enfermagem.  Método:  Estudo com enfoque qualitativo. O referencial teórico e metodológico foi o Interacionismo Simbólico e a Teoria Fundamentada nos Dados. Amostra obtida por saturação teórica. Coleta de dados com entrevistas semiestruturadas em 17 estudantes do 10° ciclo de uma universidade privada do leste de Lima. A análise de dados baseada em codificação de Strauss e Corbin, possibilitou a identificação de categorias e subcategorias, e o fenómeno central.  Resultados:  Emergiram cinco categorias: 1) Cuidado enfermeiro utilizando o PAE desde o início de sua formação (Condição causal); 2) Satisfação ou insatisfação para dar cuidado com o PAE (Contexto); 3) PAE como ferramenta de pesquisa em formação profissional (Condições Interventoras); 4) Dificuldades na aplicação do PAE no cotidiano dos profissionais (Estratégias de Ação/ Interação) e 5) Melhora da prática para dar cuidado com PAE (Consequências).  Conclusões:  O fenómeno central é o PAE, instrumento que guia o cuidado de enfermagem para proporcionar às pessoas atenção integral e com fundamento na evidência científica; a partir da experiência profissional com uma projeção positiva no campo laboral, não isenta de limitações em sua aplicação no campo hospitalar.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[atención de enfermería]]></kwd>
<kwd lng="es"><![CDATA[proceso de enfermería]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Perú]]></kwd>
<kwd lng="en"><![CDATA[Education, nursing]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[nursing care]]></kwd>
<kwd lng="en"><![CDATA[nursing process]]></kwd>
<kwd lng="en"><![CDATA[students, nursing]]></kwd>
<kwd lng="en"><![CDATA[Peru]]></kwd>
<kwd lng="pt"><![CDATA[Educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[atenção de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[processo de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[estudantes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Peru]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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