<?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>S2007-50572023000400052</article-id>
<article-id pub-id-type="doi">10.22201/fm.20075057e.2023.48.23521</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Simulación clínica virtual en enfermería en tiempos de pandemia: Percepción de estudiantes.]]></article-title>
<article-title xml:lang="en"><![CDATA[Virtual nursing clinic simulation in times of pandemic: Student perception.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pastuña-Doicela]]></surname>
<given-names><![CDATA[Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Segovia-Hernandez]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarado-Alvarado]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez-Garces]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Central del Ecuador  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>12</volume>
<numero>48</numero>
<fpage>52</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-50572023000400052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-50572023000400052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-50572023000400052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción La emergencia sanitaria en 2020, ocasionó cambios importantes en la formación profesional de enfermería. Ante esta situación inédita, los educadores tuvieron que transformar la práctica presencial en ambientes hospitalarios, clínicas de simulación y laboratorios a una en entornos virtuales. La simulación virtual ha demostrado ser una estrategia innovadora para dar continuidad a la articulación teórico-práctica, para favorecer el desarrollo de habilidades cognitivas, actitudinales, procedimentales en los estudiantes y para el aprendizaje holístico.  Objetivo Determinar la percepción de estudiantes del sexto semestre de enfermería sobre las prácticas de simulación virtual.  Método Estudio descriptivo, observacional y de corte transversal, realizado en 71 estudiantes del sexto semestre de enfermería. La información se recolectó a través de un cuestionario que evaluó la metodología de la simulación virtual y una entrevista estructurada que indagó sobre la experiencia en simulación virtual.  Resultados El 90% de los participantes concuerda en que la simulación virtual constituye una herramienta pedagógica valiosa para la articulación teórico-práctica, el aprendizaje significativo y el desarrollo de competencias clínicas.  Discusión La simulación virtual ha sido valorada como una estrategia útil para el desarrollo de habilidades cognitivas, actitudinales y la compasión en el cuidado de pacientes en condición de salud crítica. Así como también, como una metodología que estimula el aprendizaje significativo, permite el desarrollo del pensamiento crítico, autoconfianza para la toma efectiva de decisiones.  Conclusión La simulación virtual ha evidenciado ser una metodología que favorece el aprendizaje clínico de enfermería.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction The health emergency in 2020 caused important changes in professional nursing training. Faced with this unprecedented situation, educators had to transform face-to-face practice in hospital environments, simulation clinics, and laboratories to one in virtual environments. Virtual simulation has proven to be an innovative strategy to give continuity to the theoretical-practical articulation, to favor the development of cognitive, attitudinal, and procedural skills in students, and for holistic learning.  Objective To determine the perception of sixth-semester nursing students about virtual simulation practices.  Method Descriptive, observational, and cross-sectional study, carried out on 71 students in the sixth semester of their nursing career. The information was collected through a questionnaire that evaluated the virtual simulation methodology and a structured interview that inquired about the virtual simulation experience.  Results It was observed that more than 90% of the participants agreed that virtual simulation constitutes a valuable pedagogical tool for theoretical-practical articulation, significant learning, and the development of clinical competencies.  Discussion Virtual simulation has been valued as a useful strategy for the development of cognitive and attitudinal skills and compassion in the care of patients in critical health conditions. As well, as a methodology that stimulates significant learning, it allows the development of critical thinking and self-confidence for effective decision-making.  Conclusion Virtual simulation has proven to be a methodology that favors clinical nursing learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Teleenfermería]]></kwd>
<kwd lng="es"><![CDATA[simulación]]></kwd>
<kwd lng="es"><![CDATA[realidad aumentada]]></kwd>
<kwd lng="es"><![CDATA[realidad virtual]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="en"><![CDATA[Telenursing]]></kwd>
<kwd lng="en"><![CDATA[simulation]]></kwd>
<kwd lng="en"><![CDATA[augmented reality]]></kwd>
<kwd lng="en"><![CDATA[virtual reality]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
</kwd-group>
</article-meta>
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