<?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>S2007-50572024000100076</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.49.23543</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Satisfacción de estudiantes de enfermería en relación con el uso de cápsulas educativas]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing students&#8217; satisfaction with educational video capsules]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bravo Cofré]]></surname>
<given-names><![CDATA[Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuadros-Carlesi]]></surname>
<given-names><![CDATA[Katya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Araya]]></surname>
<given-names><![CDATA[Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oyarce Quiroz]]></surname>
<given-names><![CDATA[María Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Viña del Mar Escuela Ciencias de la Salud Carrera de Enfermería]]></institution>
<addr-line><![CDATA[Viña del Mar ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>49</numero>
<fpage>76</fpage>
<lpage>87</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000100076&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000100076&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Los videos educativos contribuyen a la adquisición de conocimientos y habilidades clínicas de los estudiantes de enfermería, siendo un complemento a los laboratorios tradicionales.  Objetivo:  Determinar el grado de satisfacción de los estudiantes en relación con la utilización de videocápsulas educativas.  Método:  Estudio cuantitativo, observacional, descriptivo de corte transversal, realizado en una muestra por conveniencia de 144 estudiantes de enfermería. Se elaboraron ocho videocápsulas educativas para dos asignaturas, las que fueron vistas y a través del instrumento &#8220;Encuesta de satisfacción de videocápsulas&#8221; los estudiantes registraron su satisfacción. Se estudiaron también las propiedades psicométricas del instrumento utilizado.  Resultados:  Fueron analizadas un total de 364 respuestas de los estudiantes que vieron las videocápsulas según asignatura y tema. La percepción global de los estudiantes respecto de las videocápsulas fue muy buena con un 91.2% de satisfacción. El video con mayor satisfacción fue &#8220;Confección de camas&#8221; (94.4% de satisfacción), y el de menor satisfacción fue el video &#8220;Instalación de sonda nasogástrica&#8221; (89.1% de satisfacción). El ítem con la mayor satisfacción correspondió a la concordancia entre el contenido del video y sus objetivos (98.3%), y el ítem con mayor insatisfacción correspondió a la presencia de la imagen del profesor (8.3%). La confiabilidad global del instrumento fue &#945;-Cronbach = 0.896. El análisis factorial exploratorio utilizando el método de extracción de ejes principales con rotación Varimax reveló una nueva propuesta de cuestionario con tres dimensiones y 19 ítems.  Discusión:  Las videocápsulas fomentan el rol activo del estudiante en su proceso formativo, pero requieren ser utilizadas junto a otro tipo de recursos.  Conclusiones:  Las videocápsulas fueron evaluadas de manera positiva existiendo aspectos a mejorar en cuanto a su formato, para lo cual se requiere profundizar en las preferencias de los estudiantes. El instrumento propuesto de 19 ítems es válido y confiable para ser utilizado sistemáticamente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Education videos contribute to the acquisition of knowledge and clinical skills of nursing students, serving as a complement to traditional laboratories.  Objective:  To determine the level of student satisfaction regarding the utilization of educational video capsules. Method: A quantitative, observational, cross-sectional descriptive study was conducted with a convenience sample of 144 nursing students. Eight educational video capsules were developed for two subjects, which were viewed by the students. Using the &#8220;Video Capsule Evaluation Survey&#8221; instrument, students recorded their satisfaction. The psychometric properties of the instrument were also studied.  Results:  A total of 364 responses from students who viewed the video capsules were analyzed according to subject and topic. The overall perception of students regarding the video capsules was very positive, with a satisfaction rate of 91.2%. The video with the highest satisfaction was &#8220;Bed Making&#8221; (94.4% satisfaction), whereas the one with the lowest satisfaction was the video &#8220;Nasogastric Tube Placement&#8221; (89,1% satisfaction). The item with the highest satisfaction was the alignment between the video&#8217;s content and its objectives (98.3%), and the item with the highest dissatisfaction was the presence of the teacher&#8217;s image (8.3%). The overall reliability of the instrument was &#945;-Cronbach = 0.896. Exploratory factor analysis using the principal axis factoring method with Varimax rotation revealed a new proposed questionnaire with three dimensions and 19 items.  Discussion:  Video capsules promote the active role of students in their educational process but require use alongside other types of resources.  Conclusions:  The video capsules were positively evaluated, but there are aspects that need improvement regarding their format, for which a deeper understanding of students&#8217; preferences is required. The proposed 19-item instrument is valid and reliable for systematic use.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[recursos audiovisuales]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[education, nursing]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[audiovisual]]></kwd>
</kwd-group>
</article-meta>
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