<?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>S1665-70632016000100047</article-id>
<article-id pub-id-type="doi">10.1016/j.reu.2016.01.001</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Resolver problemas y tomar decisiones, esencia de práctica reflexiva en enfermería. Análisis de la literatura]]></article-title>
<article-title xml:lang="en"><![CDATA[Problem-solving and decision-making, essence of reflexive practice in nursing: A literature review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Resolver problemas e tomar decisões, essência de prática reflexiva em enfermagem. Análise da literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Quezada]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Godínez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilera]]></surname>
<given-names><![CDATA[M.]]></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[México D.F.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Autónoma de México  ]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Enfermería y Obstetricia Sistema Universidad Abierta y Educación a Distancia]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Autónoma de México Escuela Nacional de Enfermería y Obstetricia Secretaría General]]></institution>
<addr-line><![CDATA[México D.F.]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>54</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632016000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632016000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632016000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Dada la importancia de la formación de profesionales reflexivos, y en el marco de la búsqueda de una nueva epistemología de la práctica de enfermería, este artículo de revisión analiza diversas fuentes teóricas que representan evidencias científicas relativas a la resolución de problemas, toma de decisiones clínicas y su relación con las características de los recién egresados del pregrado, quienes al realizar servicio social (residencias), vivencian un proceso de transición: dejar de ser estudiante, pero a la vez enfrentarse a situaciones de ejercicio profesional que requieren habilidades para resolver problemas y tomar decisiones en situaciones inciertas y complejas. La revisión implicó búsquedas sistemáticas en bases de datos como Medline, CINAHL, Scielo, Lilacs, Cochrane, Cuiden y Redalyc, que permitieron localizar: 3 revisiones sistemáticas, 11 estudios con enfoque cuantitativo, 11 con enfoque cualitativo y 2 mixto, 14 artículos de revisión y 5 libros, publicados en los últimos 15 años. Aunque las publicaciones analizadas proceden de todos los continentes, predominan las de América en un 50%, seguidas por las europeas en un 22%. Se concluye que existen modelos que pueden apoyar el desarrollo de habilidades para los procesos cognitivos referidos, lo que coadyuvaría a un ejercicio profesional reflexivo y autónomo, en lugar de la adhesión a prácticas asistenciales rutinarias. También que las escuelas de Enfermería tienen el compromiso para incorporar en el currículo diversas estrategias deliberadas y progresivas que apoyen el desarrollo de dichas habilidades, así como de generar ambientes de aprendizaje áulicos y clínicos que las promuevan.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Considering the importance of forming reflexive professionals, and also within the frame of a new epistemology of nursing practice, this review explores diverse theoretical sources which represent scientific evidence related to problem-solving and clinical decision-making skills, and also to the characteristics of newly nursing graduates who, during their social service (residency), experience a process of transition facing professional realities which require them to use those skills within complex and uncertain situations. The review included systematic searches in databases such as Medline, CINHAL, Scielo, Lilacs, Cochrane, Cuiden, and Redalyc, and yielded: 3 systematic reviews, 11 studies with quantitative approaches, 11 studies with qualitative ones, 2 with mixed ones, 14 review articles, and 5 books published in the last 15 years. The analyzed publications came from all continents, but there was a higher prevalence of those from America (50%) and Europe (22%). This review suggested that there are models which can support the development of these important skills and thus help consolidate a professional performance which is autonomous-reflexive rather than repetitive. Moreover, the schools of nursing can consider incorporating these models into their curricula and also generate school and clinical environments which further support the development of these skills.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Dada a importância da formação de profissionais reflexivos e no quadro da busca de uma nova epistemologia da prática de enfermagem, este artigo de revisão, analisa diversas fontes teóricas que representam evidencias científicas relativas à resolução de problemas, toma de decisões clínicas e a sua relação com as caraterísticas dos recém-formados da pre-graduação, os quais ao fazer o estágio (residências), vivenciam um processo de transição: deixar de ser estudante, mas ao mesmo tempo confrontar-se a situações de exercício profissional, eles requerem habilidades para resolver problemas e tomar decisões em situações incertas e complexas. A revisão envolveu buscas sistemáticas em bases de dados como Medline, CINAHL, Scielo, Lilacs, Cochrane, Cuiden e Redalyc, que permitiram localizar 3 revisões sistemáticas, 11 estudos com abordagem quantitativa, 11 com abordagem qualitativa e 2 mista, 14 artigos de revisão e 5 livros, publicados nos últimos 15 anos. Ainda que as publicações analisadas procedam de todos os continentes, predominam as da América em um cinquenta por cento, seguidas pelas europeias em vente e dois por cento. Conclui-se que existem modelos que podem apoiar o desenvolvimento de habilidades para os processos cognitivos referidos, o qual contribuiria a um exercício profissional reflexivo e autônomo, em vez da adesão de práticas assistenciais rotineiras. Também que as escolas de Enfermagem têm o compromisso para incorporar no currículo diversas estratégias intencionais e progressivas que apoiem o desenvolvimento de tais habilidades, assim como para gerar ambientes de aprendizagem escolares e clínicos que as promovam.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Toma de decisiones clínicas]]></kwd>
<kwd lng="es"><![CDATA[Práctica reflexiva]]></kwd>
<kwd lng="es"><![CDATA[Literatura de revisión]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Education, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Problem-solving]]></kwd>
<kwd lng="en"><![CDATA[Clinical decision-making]]></kwd>
<kwd lng="en"><![CDATA[Reflexive practice]]></kwd>
<kwd lng="en"><![CDATA[Literature review]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Toma de decisões clínicas]]></kwd>
<kwd lng="pt"><![CDATA[Prática reflexiva]]></kwd>
<kwd lng="pt"><![CDATA[Literatura de revisão]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La formación de profesionales reflexivos y la práctica de enfermería]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enferm Univ]]></source>
<year>2007</year>
<volume>4</volume>
<page-range>39-44</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shön]]></surname>
<given-names><![CDATA[D.A.]]></given-names>
</name>
</person-group>
<source><![CDATA[La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones]]></source>
<year>1992</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Professional knowledge and the epistemology of reflective practice]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kinsella]]></surname>
<given-names><![CDATA[E.A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurs Philos]]></source>
<year>2009</year>
<volume>11</volume>
<page-range>3-14</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Una mirada crítica de la formación del profesional de enfermería con perspectiva reflexiva]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camacho]]></surname>
<given-names><![CDATA[E.R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enferm Univ]]></source>
<year>2010</year>
<volume>7</volume>
<page-range>37-44</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Medina-Moya]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Jarauta B.]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Imbernon M.]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[La enseñanza reflexiva en la educación superior]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Editorial Octaedro]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bardallo]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Entre la enseñanza y el aprendizaje. Un espacio de saberes para compartir]]></source>
<year>2010</year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Barcelona]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La enseñanza de la enfermería como una práctica reflexiva]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Medina-Moya]]></surname>
<given-names><![CDATA[J.L.]]></given-names>
</name>
<name>
<surname><![CDATA[Castillo]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Texto contexto enferm]]></source>
<year>2006</year>
<volume>15</volume>
<page-range>303-11</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Siles G]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Solano R]]></surname>
<given-names><![CDATA[MR]]></given-names>
</name>
<name>
<surname><![CDATA[Ferrer H]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Valoración del tiempo y el esfuerzo empleados por los alumnos de enfermería en la consecución de objetivos durante sus prácticas clínicas. Una aplicación del diario de prácticas clínicas como instrumento de reflexión en la acción]]></source>
<year>2009</year>
<page-range>87-119</page-range><publisher-loc><![CDATA[Alicante ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Alicante]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Reflective journal writing: How it promotes reflective thinking in clinical nursing education: A students' perspective]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kok]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chabeli]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Curationis]]></source>
<year>2002</year>
<volume>25</volume>
<page-range>35-42</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Formar enfermeros para la práctica reflexiva, un reto que requiere acciones deliberadas]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Iberoamericana de Educación e Investigación en Enfermería]]></source>
<year>2014</year>
<numero>4</numero>
<issue>4</issue>
<page-range>5-7</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pozner]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desafíos de la educación]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Pozner]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Competencias para la profesionalización de la gestión educativa]]></source>
<year>2000</year>
<page-range>1-40</page-range><publisher-name><![CDATA[IIPE]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<article-title xml:lang=""><![CDATA[El modelo Dreyfus de adquisición de habilidades aplicado a la enfermería]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benner]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Práctica progresiva en enfermería. Manual de comportamiento profesional]]></source>
<year>1987</year>
<page-range>41-65</page-range><publisher-loc><![CDATA[México ]]></publisher-loc>
<publisher-name><![CDATA[Grijalbo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Critical thinking in nursing education: Literature review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Simpson]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Courtney]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Int J Nurs Pract]]></source>
<year>2002</year>
<volume>8</volume>
<page-range>89-98</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Problem solving skills of the nursing and midwifery students and influential factors]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Çinar]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
<name>
<surname><![CDATA[Sözeri]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[&#350;ahin]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Eletr Enf]]></source>
<year>2010</year>
<volume>12</volume>
<page-range>601-6</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[A consensus statement on critical thinking]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Scheffer]]></surname>
<given-names><![CDATA[B.K.]]></given-names>
</name>
<name>
<surname><![CDATA[Rubenfeld]]></surname>
<given-names><![CDATA[M.G.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurs Educ]]></source>
<year>2000</year>
<volume>39</volume>
<page-range>352-9</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Meeting the challenge of new graduate role transition: Clinical nurse educators leading the change]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Winfield]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Myrick]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurses Staff Dev]]></source>
<year>2009</year>
<volume>25</volume>
<page-range>E7-13</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Factors affecting the social problem-solving ability of baccalaureate nursing students]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lau]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Educ Today]]></source>
<year>2014</year>
<volume>34</volume>
<page-range>121-6</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The clinical viva: An assessment of clinical thinking]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roberts]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Educ Today]]></source>
<year>2013</year>
<volume>33</volume>
<page-range>402-6</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Critical thinking versus clinical reasoning versus clinical judgment: Differential diagnosis]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Victor-Chmil]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Educ]]></source>
<year>2013</year>
<volume>38</volume>
<page-range>34-6</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Identifying critical thinking indicators and critical thinker attributes in nursing practice]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shu-Yuan]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Hsing-Yuan]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ming-Chang]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurs Res]]></source>
<year>2013</year>
<volume>21</volume>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Evaluation of a reflective learning intervention to improve critical thinking in novice nurses]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gross Forneris]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Peden-McAlpine]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2007</year>
<volume>57</volume>
<page-range>410- 21</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Assessing the critical thinking skills of faculty: What do the findings mean for nursing education?]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zygmont]]></surname>
<given-names><![CDATA[D.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Schaefer]]></surname>
<given-names><![CDATA[K.M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurs Educ Perspect]]></source>
<year>2006</year>
<volume>27</volume>
<page-range>260-8</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Esteban]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[El diseño de entornos de aprendizaje constructivista]]></source>
<year>2000</year>
<page-range>1-12</page-range><publisher-loc><![CDATA[Madrid ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Facilitating critical thinking within the nursing process framework: A literature review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chabeli]]></surname>
<given-names><![CDATA[M.M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Health SA Gesondheid]]></source>
<year>2007</year>
<volume>12</volume>
<page-range>69-78</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Developing critical thinking skills from clinical assignments: A pilot study on nursing students' self-reported perceptions]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marchigiano]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Eduljee]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Harvey]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurs Manag]]></source>
<year>2011</year>
<volume>19</volume>
<page-range>143-52</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Problem solving in clinical nursing practice]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Taylor]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2008</year>
<volume>26</volume>
<page-range>329-36</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[A pilot study of teaching clinical decision making with the clinical educator model]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Roche]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Nurs Educ]]></source>
<year>2002</year>
<volume>41</volume>
<page-range>365-7</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Decision-making theories and their usefulness to the midwifery profession both in terms of midwifery practice and the education of midwives]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jefford]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Fahy]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Sundin]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Int J Nurs Pract]]></source>
<year>2011</year>
<volume>17</volume>
<page-range>246-53</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Dual processing model of medical decision-making]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Djulbegovic]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Hozo]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Beckstead]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[BMC Med Inform Decis Mak]]></source>
<year>2012</year>
<volume>12</volume>
<page-range>94-106</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Cognitive continuum theory in nursing decision-making]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cader]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2005</year>
<volume>49</volume>
<page-range>397-405</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Developing an instrument to measure and describe clinical decision making in different nursing fields]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lauri]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Salanterä]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[J Prof Nurs]]></source>
<year>2002</year>
<volume>18</volume>
<page-range>93-100</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[K.A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The Development and Validation of a Tool of Measure Self-Confidence and Anxiety in Nursing Studentes While Making Clinical Decisions]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Las Vegas, Nevada ]]></publisher-loc>
<publisher-name><![CDATA[University of Nevada]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Social cognitive theory: An agentic perspective]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bandura]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Annu Rev Psychol]]></source>
<year>2001</year>
<volume>52</volume>
<page-range>1-26</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Knowledge acquisition, synthesis, and validation: A model for decision support systems]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[O'Neill]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Dluhy]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Fortier]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2004</year>
<volume>47</volume>
<page-range>134-42</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Modelling novice clinical reasoning for a computerized decision support system]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[O'Neill]]></surname>
<given-names><![CDATA[E.S.]]></given-names>
</name>
<name>
<surname><![CDATA[Dluhy]]></surname>
<given-names><![CDATA[N.M.]]></given-names>
</name>
<name>
<surname><![CDATA[Chin]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2005</year>
<volume>49</volume>
<page-range>68-77</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[¿Cómo ganar perspicacia en el proceso de toma de decisiones clínicas por parte de los estudiantes de enfermería?]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Aquichan]]></source>
<year>2008</year>
<volume>8</volume>
<page-range>19-32</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Clinical decision-making in senior nursing students]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jahanpour]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Sharif]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Salsali]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[Int J Nurs Pract]]></source>
<year>2010</year>
<volume>16</volume>
<page-range>595-602</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Decision making by baccalaureate nursing students in the clinical setting]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baxter]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Boblin]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<source><![CDATA[Int J Nurs Pract]]></source>
<year>2008</year>
<volume>47</volume>
<page-range>345-50</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Helping novice nurses make effective clinical decisions: The situated clinical decision-making framework]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gillespie]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Peterson]]></surname>
<given-names><![CDATA[B.L.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurs Educ Perspect]]></source>
<year>2009</year>
<volume>30</volume>
<page-range>164-70</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Percepción de los enfermeros recién graduados sobre su autonomía profesional y sobre el proceso de toma de decisiones del paciente]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wey]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Godoy]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Rev Lat Am Enfermagem]]></source>
<year>2008</year>
<volume>16</volume>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Nurses decision-making in clinical practice]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bakalis]]></surname>
<given-names><![CDATA[N.A.]]></given-names>
</name>
<name>
<surname><![CDATA[Watson]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurs Stand]]></source>
<year>2005</year>
<volume>19</volume>
<page-range>33-9</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Conceptualising decision making in nursing education]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dowding]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Gurbutt]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Murphy]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Res Nurs]]></source>
<year>2012</year>
<volume>17</volume>
<page-range>348</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Clinical decision-making skills on the developmental journey from student to registered nurse: A longitudinal inquiry]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Standing]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[J Adv Nurs]]></source>
<year>2007</year>
<volume>60</volume>
<page-range>257-69</page-range></nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The impact of residency programs on new nurse graduates clinical decision-making and leadership skills: A systematic review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Al-Dossary]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[K]]></surname>
<given-names><![CDATA[Panagiota]]></given-names>
</name>
<name>
<surname><![CDATA[Maddox]]></surname>
<given-names><![CDATA[PJ]]></given-names>
</name>
</person-group>
<source><![CDATA[Nurse Educ Today]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[An evaluation of clinical decision making study days]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dunkley-Doblado]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Br J Midwifery]]></source>
<year>2010</year>
<volume>18</volume>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Un estudio comparativo de estilos de toma de decisión en estudiantes novatos y avanzados de enfermería de la UNAM]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
<name>
<surname><![CDATA[Sotomayor S]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Perf. educ.]]></source>
<year>2011</year>
<volume>33</volume>
<page-range>134-43</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
