<?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>S1665-70632015000400212</article-id>
<article-id pub-id-type="doi">10.1016/j.reu.2015.10.003</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de pacientes estandarizados para la adquisición de conocimientos teórico-clínicos en estudiantes de pregrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Use of standardized patients to the acquisition of clinical-theoretical knowledge by nursing undergraduate students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Uso de pacientes estandardizados para a aquisição de conhecimentos teórico-clínicos em estudantes de pregado]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dois]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanhueza]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentes]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Medicina Escuela de Enfermería]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Hospital Clínico Servicio de Cuidados Especiales Cardiovasculares]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Medicina Departamento de Salud del Niño y Adolescente]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>12</volume>
<numero>4</numero>
<fpage>212</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632015000400212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632015000400212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632015000400212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica docente obliga a innovar con metodologías que faciliten el aprendizaje y resguarden los principios éticos que fundamentan el quehacer profesional, como es el caso del uso de los pacientes estandarizados (PE).  Objetivo Evaluar el efecto en los conocimientos sobre esquizofrenia y trastornos del ánimo de una intervención que combina clases teóricas estandarizadas y uso de PE en estudiantes universitarios de pregrado de la asignatura de enfermería psiquiátrica.  Método Diseño cuantitativo descriptivo sobre un universo de 157 estudiantes de enfermería de quinto y sexto semestre de formación. La recolección de los datos se realizó a través de un instrumento de medición de conocimientos sometido a pruebas de validación de contenido. Para el análisis de los datos se utilizó el programa SPSS(r).  Resultados Al medir el efecto de la intervención en la adquisición de conocimientos, se observa que la metodología de clase estandarizada incrementa en promedio un 34% los conocimientos de los estudiantes y el uso de PE contribuye con sobre un 10% adicional. Al combinar ambas estrategias, los conocimientos de los estudiantes se incrementan en 49.3% y 41.9% para esquizofrenia y trastornos del ánimo respectivamente, sin que el estudiante participe de otra instancia de estudio o profundización de los contenidos.  Conclusión El uso de estrategias metodológicas combinadas contribuye a la adquisición de los conocimientos necesarios para la formación de estudiantes de pregrado de enfermería psiquiátrica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teaching needs to innovate with methodologies which foster learning while, at the same time, maintain the ethical principles which give base to the professional activities. Such is the case of the use of standardized patients (SP).  Objective To assess the effects of an intervention which combines standardized theoretical classes with the use of SP, on the knowledge which undergraduate students, undergoing their psychiatric nursing subject, have on schizophrenia and mood disorders.  Method This was a qualitative and descriptive study on a universe of 157 nursing students from the fifth and sixth semesters of their program. Data collection was conducted through a knowledge assessment instrument which was submitted to content validity tests. The SPSS(r) program was used to analyze these data.  Results From the intervention, it was observed that the methodology of standardized class increments in an average of 34% the students' knowledge, while the use of SP contributes with an additional 10%. When combining both methodologies, and without any other content-deepening technique, the students' knowledge on schizophrenia increased 49.4% while their knowledge on mood disorders increased 41.9%.  Conclusion The use of combined methodological strategies contributes to the acquisition of formation-needed knowledge by undergraduate psychiatric nursing students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A prática docente obriga a inovar com metodologias que facilitem a aprendizagem e a salvaguardar os princípios éticos que fundamentam o fazer profissional, como é o caso do uso 2 pacientes estandardizados (PE).  Objetivo Avaliar o efeito nos conhecimentos sobre esquizofrenia e transtornos de ânimo de uma intervenção que combina aulas teóricas estandardizadas e uso de PE nos estudantes universitários de pregado da matéria de enfermagem psiquiátrica.  Método Desenho quantitativo descritivo sobre o universo de 157 estudantes de enfermagem de quinto e sexto semestre de formação. A recoleta 2 dados realizou-se a través de um instrumento de medição de conhecimentos submetido a testes de validação de conteúdo. Para a análise de dados utilizou-se o programa SPSS(r).  Resultados Ao medir o efeito da intervenção na aquisição de conhecimentos, observa-se que a metodologia de classe estandardizada incrementa em média um 34% os conhecimentos 2 estudantes e o uso de PE contribui sobre um 10% adicional. Ao combinar ambas as estratégias, os conhecimentos 2 estudantes incrementam-se em 49.4% e 41.9% para esquizofrenia e transtornos de ânimo respectivamente, sem que o estudante participe de outra instância de estúdio e/ou aprofundamento 2 conteúdos.  Conclusão O uso de estratégias metodológicas combinadas contribui à aquisição de conhecimentos necessários para a formação de estudantes de pregado de enfermagem psiquiátrica.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Educación en enfermería/métodos]]></kwd>
<kwd lng="es"><![CDATA[Metodología]]></kwd>
<kwd lng="es"><![CDATA[Innovación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Paciente estandarizado]]></kwd>
<kwd lng="es"><![CDATA[Chile]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem/métodos]]></kwd>
<kwd lng="pt"><![CDATA[Metodologia]]></kwd>
<kwd lng="pt"><![CDATA[Inovação]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Paciente estandardizado]]></kwd>
<kwd lng="pt"><![CDATA[Chile]]></kwd>
<kwd lng="en"><![CDATA[Education, Higher]]></kwd>
<kwd lng="en"><![CDATA[Education, Nursing/methods]]></kwd>
<kwd lng="en"><![CDATA[Methodology]]></kwd>
<kwd lng="en"><![CDATA[Innovation]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Standardized patient]]></kwd>
<kwd lng="en"><![CDATA[Chile]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Evaluación de la competencia clínica en el posgrado de medicina familiar mediante el Examen Clínico Objetivo Estructurado]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toledo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
<name>
<surname><![CDATA[Trejo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Aten Primaria]]></source>
<year>2002</year>
<volume>30</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>435-41</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Las competencias clínicas]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Millán]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Educ Méd]]></source>
<year>2005</year>
<volume>8</volume>
<numero>^ssupp 2</numero>
<issue>^ssupp 2</issue>
<supplement>supp 2</supplement>
<page-range>13-4</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Simulación en el aprendizaje, práctica y certificación de las competencias en medicina]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Utili]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[ARS Médica]]></source>
<year>2014</year>
<volume>15</volume>
<numero>15</numero>
<issue>15</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Plan Nacional de Salud Mental en Chile: 10 años de experiencia]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Minoletti]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Zaccaria]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Pan Am J Public Health]]></source>
<year>2005</year>
<volume>18</volume>
<numero>4/5</numero>
<issue>4/5</issue>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Simulación en educación médica: una sinopsis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Corvetto]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Bravo]]></surname>
<given-names><![CDATA[MP]]></given-names>
</name>
<name>
<surname><![CDATA[Montaña]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Méd Chile]]></source>
<year>2013</year>
<volume>141</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>70-9</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Uso de pacientes simulados en psiquiatría]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Delgado]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez-Restrepo]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Colomb Psiquiat.]]></source>
<year>2012</year>
<volume>41</volume>
<page-range>52S-68S</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Uso de pacientes estandarizados en educación médica]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palacios]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Educ Cienc Salud]]></source>
<year>2007</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>102-5</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teaching the mental status examination to medical students by using a standardized patien in a large group setting]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Birndorf]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Kaye]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Acad Psychiatry]]></source>
<year>2002</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>180-3</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Relationship between high-fidelity simulation and patient safety in prelicensure nursing education: A comprehensive review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blum]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Parcells]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurs Educ.]]></source>
<year>2012</year>
<volume>51</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>429-35</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Technology-enhanced simulation for health professions education. A systematic review and meta-analysis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cook]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
<name>
<surname><![CDATA[Hatala]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Brydges]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[JAMA]]></source>
<year>2011</year>
<volume>306</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>978-88</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Use of standardized patients to enhance a psychiatry clerkship]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hall]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Adamo]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[McCurry]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Acad Med.]]></source>
<year>2004</year>
<volume>79</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>28-31</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Métodos óptimos para determinar la validez de contenido]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Urrutia]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Barrios]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gutiérrez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Educ Med Super.]]></source>
<year>2014</year>
<volume>28</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>547-58</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
