<?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>2007-5057</journal-id>
<journal-title><![CDATA[Investigación en educación médica]]></journal-title>
<abbrev-journal-title><![CDATA[Investigación educ. médica]]></abbrev-journal-title>
<issn>2007-5057</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Medicina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-50572023000200070</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.46.22471</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores sociodemográficos y rendimiento académico en simulación en el nivel primario de salud en estudiantes de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Sociodemographic factors and academic performance in simulation in Primary Health Care in nursing students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Núñez]]></surname>
<given-names><![CDATA[Natalia Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferrada Quezada]]></surname>
<given-names><![CDATA[Daniela Soledad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toffoletto]]></surname>
<given-names><![CDATA[María Cecilia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Leiva]]></surname>
<given-names><![CDATA[Germán Mauricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Américas Escuela de Enfermería ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>46</numero>
<fpage>70</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000200070&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000200070&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  El entorno seguro proporcionado por la simulación fomenta altos niveles de rendimiento académico. Cuando se trata de evaluar el rendimiento académico y cómo mejorarlo, se analizan los factores que pueden influir en él. La literatura es escasa respecto al estudio del rendimiento académico y los factores sociodemográficos en la enseñanza simulada con estudiantes de enfermería.  Objetivo  Determinar la asociación entre el rendimiento académico en las prácticas simuladas en el nivel primario de salud y los factores sociodemográficos de los estudiantes de enfermería de tercer año de una universidad privada de Chile.  Método  Estudio descriptivo correlacional, de corte transversal. La muestra fue no probabilística de 235 estudiantes. Los datos sociodemográficos fueron recolectados mediante un cuestionario estructurado y el rendimiento académico fue medido por medio de la comparación del puntaje del test integrativo de ingreso y test integrativo de salida. Los datos fueron analizados por la estadística descriptiva y pruebas no paramétricas U-Mann Whitney y Kruskall Wallis. El nivel de significancia adoptado fue de 5%.  Resultados  En cuanto a rendimiento académico los estudiantes luego de simulación clínica obtuvieron un mejor puntaje en el test de salida que en el entrante, diferencia estadísticamente significativa (p &lt; 0,001). En cuanto a la asociación entre rendimiento académico y características sociodemográficas, se observa que solo las variables trabajar y años de estudio presentaron relación estadísticamente significativa antes de las actividades de simulación y un mejor rendimiento académico en los estudiantes que no trabajaban (p &lt; 0,05) y que tenían de 1 a 3 años de estudio en la carrera de enfermería (p&lt;0,01).  Conclusiones  El rendimiento académico de los estudiantes aumentó posterior a las actividades de simulación. Por lo tanto, es necesario considerar dentro de las estrategias didácticas, en el plan de estudios la práctica simulada antes de asistir a campo clínico, ya que parece favorecer el desempeño de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  The safe environment provided by the simulation fosters high levels of academic achievement. When it comes to evaluating academic performance and how to improve it, the factors that can influence it are analyzed. The literature is scarce regarding the study of academic performance and sociodemographic factors in simulated teaching with nursing students.  Objective  To determine the association between academic performance in simulated practices in primary level of health and sociodemographic factors of third-year nursing students at a private university in Chile.  Method  Correlational, cross-sectional, descriptive study. The sample was non-probabilistic of 235 students. Sociodemographic data were collected through a structured questionnaire and academic performance was measured by comparing the score of the integrative entrance test and the integrative exit test. Data were analyzed by descriptive statistics and nonparametric U-Mann Whitney and Kruskall Wallis tests. The level of significance adopted was 5%.  Results  In terms of academic performance, the students after clinical simulation obtained a better score in the exit test than in the entry test, a statistically significant difference (p &lt; 0.001). Regarding the association between academic performance and sociodemographic characteristics, it is observed that only the variables work, and years of study presented a statistically significant relationship before the simulation activities and better academic performance in students who did not work (p &lt; 0.05) and who had 1 to 3 years of study in nursing (p&lt;0.01).  Conclusions  The academic performance of the students increased after the simulation activities. Therefore, it is necessary to consider within the didactic strategies, in the curriculum the simulated practice before attending the clinical field, since it favors the performance of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[enseñanza mediante simulación de alta fidelidad]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[factores sociológicos]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de enfermería]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
<kwd lng="en"><![CDATA[high fidelity simulation training]]></kwd>
<kwd lng="en"><![CDATA[simulation technique]]></kwd>
<kwd lng="en"><![CDATA[sociological factors]]></kwd>
<kwd lng="en"><![CDATA[students, nursing]]></kwd>
</kwd-group>
</article-meta>
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