<?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>S1665-70632019000100074</article-id>
<article-id pub-id-type="doi">10.22201/eneo.23958421e.2019.1.589</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Autoevaluación diagnóstica en enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Diagnostic self-assessment in nursing]]></article-title>
<article-title xml:lang="pt"><![CDATA[Autoavaliação diagnóstica em enfermagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Juárez]]></surname>
<given-names><![CDATA[G.]]></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 Coordinación de Investigación]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2019</year>
</pub-date>
<volume>16</volume>
<numero>1</numero>
<fpage>74</fpage>
<lpage>85</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632019000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632019000100074&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632019000100074&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La evaluación educativa en enfermería que se realiza en la ENEO, ha representado múltiples esfuerzos de proyectos institucionales de carácter formativo. A más de dos décadas de experiencia, se requiere realizar un diagnóstico que permita identificar fortalezas y debilidades en tres componentes: planes de estudios, docencia y evaluación de los alumnos por exámenes.  Objetivo Implementar la autoevaluación colegiada para identificar las fortalezas y debilidades de planes de estudio, docencia y exámenes, para valorar el aprovechamiento escolar de los alumnos del sistema escolarizado.  Método El método fue exploratorio, con muestreo no probabilístico. Participaron 27 docentes en total, 25 mujeres y dos hombres, todos profesores de tiempo completo durante 14 sesiones totales, cuatro para cada uno de los grupos y sus objetos de evaluación y dos sesiones plenarias, una al inicio y otra al final. Se diseñó la autoevaluación estructurada de acuerdo con el Modelo Contexto, Insumo, Proceso y Producto (CIPP), para cada objeto de evaluación (plan de estudios, docencia y exámenes), se conformaron tres grupos durante cuatro sesiones de dos horas cada una y dos plenarias.  Resultados En los tres componentes, el mayor promedio se ubica en las dificultades de los resultados institucionales y la mayor fortaleza se ubicó para planes de estudios, las debilidades se orientaron al bajo impacto de los exámenes.  Conclusiones La evaluación educativa en enfermería sigue un modelo unilateral que limita la calidad y la toma de decisiones; para la mejora de las licenciaturas se requiere la presencia de otros actores a fin de fortalecerlas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The assessment of nursing education at the National School of Nursing and Obstetrics has reflected diverse efforts from institutional projects. After two decades of experiences, it becomes necessary to carry out a diagnosis which can identify strengths and weaknesses related to three major components: study plans, teaching, and evaluation of students by means of exams.  Objective To implement a collegiate self-assessment to identify strengths and weaknesses related to the study plans, the teaching process, and the given exams, to estimate the school performance of students within the in-situ system.  Method This is an exploratory study with non-probabilistic sampling. There were 27 participants, 25 female and 2 male, all full-time professors, 4 for each one of the groups and its evaluation objects, and 2 plenary sessions, one at the beginning and the other at the end. A structured self-assessment was designed following the Context, Supply, Process and Product Model for each object of assessment (study plan, teaching, and exams).  Results In the three components, the highest average concerns the difficulties of the institutional results, while the greatest strength were on the study plans, and the weaknesses were on the low impact of the exams.  Conclusions Education assessment in nursing follows a unilateral model which limits the quality and decision making. In order to improve the undergraduate programs, it is necessary to include other corresponding actors and stakeholders.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução A avaliação educacional em enfermagem que é realizada na ENEO, tem representado múltiplos esforços de projetos institucionais de natureza formativa. Com mais de duas décadas de experiência, um diagnóstico é necessário para identificar pontos fortes e fracos em três componentes: currículos, ensino e avaliação dos alunos por meio de exames. Objetivo: Implementar a autoavaliação colegiada para identificar os pontos fortes e fracos dos planos de estudo, ensino e exames, para avaliar o desempenho escolar dos alunos no sistema escolar.  Método O método foi exploratório, com amostragem não probabilística. Um total de 27 professores participaram, 25 mulheres e dois homens, todos professores em tempo integral para 14 sessões no total, quatro para cada um dos grupos e seus objetos de avaliação e duas sessões plenárias, uma no início e uma no final. A auto-avaliação estruturada foi elaborada de acordo com o Contexto, Insumo, Processo e Modelo de Produto (CIPP), para cada objeto de avaliação (programa, ensino e exames), três grupos foram formados durante quatro sessões de duas horas cada e dois plenárias.  Resultados Nos três componentes, a maior média está localizada nas dificuldades dos resultados institucionais e a maior força foi colocada nos planos de estudo, as fragilidades foram orientadas para o baixo impacto dos exames.  Conclusões A avaliação educacional em enfermagem segue um modelo unilateral que limita qualidade e tomada de decisão; para a melhoria dos graus, é necessária a presença de outros atores para fortalecê-los.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[evaluación curricular]]></kwd>
<kwd lng="es"><![CDATA[evaluación de programas]]></kwd>
<kwd lng="es"><![CDATA[métodos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[curriculum assessment]]></kwd>
<kwd lng="en"><![CDATA[program assessment]]></kwd>
<kwd lng="en"><![CDATA[evaluation studies as topic]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[avaliação curricular]]></kwd>
<kwd lng="pt"><![CDATA[avaliação de programas]]></kwd>
<kwd lng="pt"><![CDATA[métodos de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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