<?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>S1665-70632021000300382</article-id>
<article-id pub-id-type="doi">10.22201/eneo.23958421e.2021.3.1004</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de enseñanza-aprendizaje en gestión del cuidado de enfermería. Una revisión narrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing care management teaching-learning strategies. A narrative review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias de ensino-aprendizagem na gestão do cuidado de enfermagem. Uma revisão narrativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benítez-Chavira]]></surname>
<given-names><![CDATA[L.A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zárate-Grajales]]></surname>
<given-names><![CDATA[R.A.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nigenda-López]]></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 ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>18</volume>
<numero>3</numero>
<fpage>382</fpage>
<lpage>397</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-70632021000300382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-70632021000300382&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-70632021000300382&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción  El proceso de enseñanza-aprendizaje en la enfermería requiere estrategias didácticas, objetivas y eficaces para que, tanto alumnos como profesionales noveles, desarrollen habilidades en la gestión del cuidado.  Objetivo  Analizar la evidencia publicada sobre las estrategias didácticas implementadas durante el proceso de enseñanza-aprendizaje para el desarrollo de habilidades enfocadas a la gestión del cuidado.  Método  Revisión narrativa de la literatura. La búsqueda de información se realizó en cinco bases de datos usando MeSH/DeCS y palabras clave. Se encontraron 1 391 textos; de estos fueron elegidos 52 por título y resumen; al final se analizaron 18 artículos.  Resultados  La principal estrategia empleada es el aprendizaje basado en problemas. Las habilidades más desarrolladas fueron interpersonales, como la comunicación; seguidas por las analíticas, como la planificación.  Discusión y Conclusiones  Las estrategias identificadas resultan ser eficaces y funcionales, por lo tanto, pueden ser utilizadas para desarrollar habilidades de gestión en alumnos de pregrado y profesionales de enfermería principiantes. Cabe señalar que ninguna es excluyente de otra, por lo que pueden emplearse en sinergia para lograr los objetivos de aprendizaje. Es importante que los docentes de enfermería empleen dichas estrategias de acuerdo con la evidencia existente y con su efectividad, para así construir un aprendizaje significativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction  The process of teaching-learning in nursing requires didactic, objective, and efficacious strategies so that students and novice instructors develop nursing care management skills.  Objective  To analyze published evidence on didactic strategies implemented during the process of teaching-learning regarding the development of care management skills.  Method This is a narrative review. Five databases were consulted using MeSH/DeCS terms and keywords. 1 391 texts were found. From these, 52 were chosen because of their titles and abstracts; and 18 were finally kept for the analysis.  Results  The main strategy used is learning based on problem-solving. Commonly developed interpersonal and communication-related skills, followed by analytical and planification ones.  Discussion and Conclusions  Identified strategies turned out to be efficient and functional, and therefore can be used in the development of care management skills among pre-grade nursing students and novice nursing professionals. These strategies can be used synergically to promote significant learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução  O processo ensino-aprendizagem em enfermagem requer estratégias didáticas objetivas e eficazes para que tanto estudantes quanto profissionais iniciantes desenvolvam habilidades na gestão do cuidado.  Objetivo  Analisar a evidência publicada sobre as estratégias didáticas implementadas durante o processo de ensino-aprendizagem para o desenvolvimento de competências focadas na gestão do cuidado.  Método  Revisão narrativa da literatura. A busca das informações foi realizada em cinco bases de dados utilizando MeSH/DeCS e palavras-chave. 1391 textos foram encontrados, destes, 52 foram escolhidos por título e resumo; ao final, foram analisados 18 artigos.  Resultados  A principal estratégia utilizada é a aprendizagem baseada em problemas. As habilidades mais desenvolvidas foram as interpessoais, como a comunicação; seguido pelas análises, como planejamento.  Discussão e Conclusões  As estratégias identificadas resultam ser eficazes e funcionais, portanto, podem ser utilizadas para desenvolver habilidades de gestão em graduandos e profissionais de enfermagem iniciantes. Ressalta-se que nenhum é exclusivo do outro, para que possam ser utilizados em sinergia para atingir os objetivos de aprendizagem. É importante que os docentes de enfermagem utilizem essas estratégias de acordo com as evidências existentes e sua efetividade, a fim de construir uma aprendizagem significativa.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[formación de concepto]]></kwd>
<kwd lng="es"><![CDATA[proceso enseñanza-aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[gestión del cuidado]]></kwd>
<kwd lng="es"><![CDATA[México]]></kwd>
<kwd lng="en"><![CDATA[Education, nursing]]></kwd>
<kwd lng="en"><![CDATA[concept formation]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[care management]]></kwd>
<kwd lng="en"><![CDATA[Mexico]]></kwd>
<kwd lng="pt"><![CDATA[Educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[formação de conceito]]></kwd>
<kwd lng="pt"><![CDATA[processo de ensino-aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[estratégias]]></kwd>
<kwd lng="pt"><![CDATA[gestão do cuidado]]></kwd>
<kwd lng="pt"><![CDATA[México]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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