<?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>S2007-50572024000200103</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2024.50.23566</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los estudiantes de enfermería sobre los ayudantes de cátedra en prácticas simuladas]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing students' perception of teaching assistants in simulated practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero Narváez]]></surname>
<given-names><![CDATA[Lorena Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ayala Herrera]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alarcón Figueroa]]></surname>
<given-names><![CDATA[Diego Patricio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández Núñez]]></surname>
<given-names><![CDATA[Cristian David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central del Ecuador Facultad de Ciencias Médicas ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Católica del Ecuador Facultad de Medicina ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Ministerio de Salud Pública del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Ministerio de Salud Pública del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>13</volume>
<numero>50</numero>
<fpage>103</fpage>
<lpage>113</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572024000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572024000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572024000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La ayudantía de cátedra es una estrategia en educación superior utilizada regularmente en Ecuador. La Universidad Central ha formalizado esta metodología en todas sus carreras. La Carrera de Enfermería usa en algunas asignaturas este método. No existen estudios que describan la percepción sobre el rol de los ayudantes y la simulación.  Objetivo Determinar la percepción y satisfacción de los estudiantes sobre la participación de ayudantes de cátedra en simulación.  Método Estudio cuantitativo de tipo observacional, transversal, descriptivo en una muestra de 83 estudiantes de segundo semestre de la Carrera de Enfermería de la Universidad Central del Ecuador mediante una encuesta en Google Forms sobre la satisfacción y percepción de los estudiantes del papel de los ayudantes de cátedra. El análisis se hizo con el programa SPSS versión 24. La investigación fue aprobada por el Comité de Ética de la Universidad Central.  Resultados La media de edad fue de 20.5 ± 4 años con predominio del sexo femenino (81.9%). Un 95.2% de participantes mencionó la necesidad de implementar ayudantes en todos los semestres y asignaturas. El 84.3% consideró que se debe incrementar el número de horas con este método. Un 56.6% de satisfacción se relacionó con un adecuado conocimiento de los equipos por parte de los ayudantes. Los beneficios percibidos fueron la mejora del nivel de confianza (28.9%), un mejor trabajo en grupos pequeños (28.9%) y la importancia como aprendizaje individualizado (10.8%).  Conclusiones Complementar el aprendizaje con un ayudante de cátedra es una experiencia académica positiva que aporta beneficios objetivos a los pares estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The teaching assistantship is a strategy commonly used in higher education in Ecuador. The Central University has formalized this methodology across all its programs. The Nursing program, where it is used in some courses. However, there are no studies that describe students&#8217; perceptions of the role of teaching assistants and simulation.  Objective To determine students&#8217; perceptions and satisfaction with the participation of teaching assistants in simulation  Method A quantitative study of observational type, cross sectional, descriptive study was conducted with a sample of 83 second-semester Nursing students at the Central University of Ecuador. A Google Forms survey was used to assess students&#8217; satisfaction and perceptions of the role of teaching assistants. Data analysis was performed using SPSS version 24. The study was approved by the Ethics Committee of Central University.  Results The mean age of participants was 20.5 ± 4 years, with a predominance of females (81.9%). A majority (95.2%) of participants expressed a need for teaching assistants to be implemented in all semesters and courses. Additionally, 84.3% believed that the number of hours spent with teaching assistants should be increased. Satisfaction with the assistants&#8217; knowledge of equipment was reported by 56.6% of participants. Perceived benefits included improved confidence (28.9%), better small group work (28.9%), and individualized learning (10.8%).  Conclusions Complementing learning with a teaching assistant is a positive academic experience that provides objective benefits to peer students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[satisfacción]]></kwd>
<kwd lng="en"><![CDATA[Students nursing]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[personal satisfaction]]></kwd>
</kwd-group>
</article-meta>
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