<?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>S1665-70632015000300152</article-id>
<article-id pub-id-type="doi">10.1016/j.reu.2015.04.007</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La enseñanza de la enfermería con simuladores, consideraciones teórico-pedagógicas para perfilar un modelo didáctico]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing teaching using simulators, theoretical and pedagogical considerations to design a didactic model]]></article-title>
<article-title xml:lang="pt"><![CDATA[O ensino da enfermagem com simuladores, considerações teórico-pedagógicas para perfilar um modelo didático]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piña-Jiménez]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amador-Aguilar]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Enfermería y Obstetricia División de Estudios de Posgrado]]></institution>
<addr-line><![CDATA[México D. F.]]></addr-line>
<country>MX</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Enfermería y Obstetricia División de Estudios Profesionales]]></institution>
<addr-line><![CDATA[México D. F.]]></addr-line>
<country>MX</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2015</year>
</pub-date>
<volume>12</volume>
<numero>3</numero>
<fpage>152</fpage>
<lpage>159</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632015000300152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632015000300152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632015000300152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[IntroducciónLa incorporación de simuladores de alta fidelidad en la enseñanza de la enfermería constituye una práctica educativa que tiende a extenderse en razón de constituir un entorno educativo favorable para el desarrollo de habilidades en los alumnos y paralelamente aportar condiciones éticas de mayor seguridad en el paciente.DesarrolloLa incorporación de estas tecnologías ofrece nuevas posibilidades educativas en la formación de enfermería, pero es preciso revisar las bases teóricas que conforman un modelo pedagógico, así como esclarecer los nuevos roles que adquieren docentes y alumnos en estos nuevos escenarios de enseñanza aprendizaje. La consideración del concepto de aprendizaje experiencial de John Dewey, así como de zona de desarrollo próximo del constructivismo sociocultural de Vygotsky, aportan elementos sugerentes para la construcción de un modelo pedagógico. Estas consideraciones teóricas demandan el desarrollo de nuevas competencias en el docente, como son el diseño de escenarios de enseñanza aprendizaje, su adecuada ejecución y su evaluación, bajo una concepción de aprendizaje que pone en el centro la actividad del alumno. Experiencias educativas que han empleado simuladores de alta fidelidad reportan que si bien en todos los casos se incrementa la habilidad y la seguridad del alumno, pueden resultar poco estimulantes por su falta de realismo.ConclusionesEl uso de simuladores no debe centrarse solamente en la ejercitación de procedimientos manuales, sino generar paralelamente un entorno de aprendizaje en el que se integren el desarrollo de otras habilidades como la comunicación, reflexión, pensamiento crítico, toma de decisiones y la consideración del paciente como un ente humano complejo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[IntroductionThe incorporation of high-fidelity simulators in nursing teaching is an educational practice which tends to spread because it promotes the development of skills in students as well as higher ethical conditions of safety for the patient.DevelopmentThe incorporation of these technologies offers new educational possibilities for nursing teaching, yet it is necessary to review the theoretical foundations which support pedagogical models, as well as to clarify the new roles which both teachers and students adopt for these new teaching-learning scenarios. The concept of experience learning of John Dewey and the concept of the proximal development zone of Vygotsky contribute to integrate new pedagogical models. These theoretical considerations demand that teachers develop new competences including those related to scenarios design and program execution and assessment, all of these under a learning conception which places the student at the center of the activity. However, some educational programs which have used high-fidelity simulators report that, although there were improvements in student skills and safety, sometimes these practices can be not stimulating enough due to a lack of realism.ConclusionsThe use of simulators should not be only centered on manual procedures practices but also on the generation of a learning environment which promotes the development of other skills such as communication, reflection, critical thought, decision taking, and the conception of the patient as a complex human entity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[IntroduçãoA incorporação de simuladores de alta-fidelidade no ensino da enfermagem constitui uma prática educativa que tende a espalhar-se, com o objetivo de constituir um ambiente educativo favorável para o desenvolvimento de competências nos alunos e paralelamente contribuir às condições éticas de maior segurança no paciente.DesenvolvimentoA incorporação destas tecnologias oferece novas possibilidades educativas de formação da enfermagem, mas é preciso revisar as bases teóricas que conformam um modelo pedagógico, bem como esclarecer os novos papéis que conseguem docentes e alunos nestes novos cenários de ensino-aprendizagem. A consideração do conceito de aprendizagem experiencial de John Dewey, bem como da zona de desenvolvimento próximo do construtivismo de Vygotsky, oferecem elementos provocadores para a construção de um modelo pedagógico. Estas considerações teóricas demandam o desenvolvimento de novas competências no docente, como são o desenho de cenários de ensino-aprendizagem, a sua adequada execução e avaliação, sob uma concepção de aprendizagem que coloca o aluno no centro da atividade. Experiências educativas que têm empregado simuladores de alta-fidelidade reportam que, apesar de aumentarem a competência e a segurança do aluno em todos os casos, podem resultar pouco motivadores pela sua falta de realismo.ConclusõesO uso de simuladores não se deve concentrar somente na exercitação de procedimentos manuais, senão gerar paralelamente um ambiente de aprendizagem no qual se integrem o desenvolvimento de outras competências de comunicação, reflexão, pensamento crítico, tomada de decisões e a consideração do paciente como ser humano complexo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje situado]]></kwd>
<kwd lng="es"><![CDATA[Simulación]]></kwd>
<kwd lng="es"><![CDATA[Simuladores de alta fidelidad]]></kwd>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[Práctica clínica]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Located learning]]></kwd>
<kwd lng="en"><![CDATA[Simulation]]></kwd>
<kwd lng="en"><![CDATA[High-fidelity simulators]]></kwd>
<kwd lng="en"><![CDATA[Education Nursing]]></kwd>
<kwd lng="en"><![CDATA[Clinical practice]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem situada]]></kwd>
<kwd lng="pt"><![CDATA[Simulação]]></kwd>
<kwd lng="pt"><![CDATA[Simuladores de alta-fidelidade]]></kwd>
<kwd lng="pt"><![CDATA[Educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Prática clínica]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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