<?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>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072024000200011</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v42n2e11</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Perception of Knowledge Transfer from Clinical Simulations to the Care Practice in Nursing Students]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepción de la transferencia de conocimientos de las simulaciones clínicas a la práctica asistencial en estudiantes de enfermería]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção da transferência de conhecimentos das simulações clínicas para a prática assistencial em estudantes de enfermagem]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Salido]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A6"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capell]]></surname>
<given-names><![CDATA[Marina Mateu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A6"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García Gutiérrez]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Baraldes]]></surname>
<given-names><![CDATA[Estel·la]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A5 "/>
<xref ref-type="aff" rid="Af6"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,cgarcia@umanresa.cat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,mmateu@umanresa.cat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,eramirez@umanresa.cat  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universitat de Vic- Universitat Central de Catalunya Department of Nursing Faculty of Health Sciences at Manresa]]></institution>
<addr-line><![CDATA[Manresa ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Althaia. Xarxa Assistencial Universitària de Manresa Intensive Care Unit Private Foundation]]></institution>
<addr-line><![CDATA[Manresa ]]></addr-line>
</aff>
<aff id="Af6">
<institution><![CDATA[,aff6  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072024000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072024000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072024000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing.  Methods. An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies.  Results.  The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership.  Conclusion.  In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  Evaluar la percepción de la transferencia de conocimientos de las simulaciones clínicas a la práctica asistencial en estudiantes de enfermería mediante un debriefing eficaz.  Métodos. Se realizó un estudio observacional, descriptivo y transversal con una muestra de 281 estudiantes durante el curso 2020-2021, mediante una encuesta ad hoc a partir de la Debriefing Assessment for Simulation in Healthcare (DASH) en español, para valorar las áreas competenciales que un estudiante de grado debe alcanzar al finalizar sus estudios.  Resultados.  La encuesta realizada después de cada simulación mostró que los estudiantes valoraban positivamente las sesiones de debriefing realizadas por expertos, con una puntuación media de 6.61 sobre 7 [6.56 % - 6.65 %] en base a 675 encuestas analizadas, ya que cada estudiante realizaba más de una simulación dentro del curso académico. Se observó en 221 respuestas cumplimentadas que lo aprendido en la simulación se transfirió a la práctica en el 89.23 % [86.39 % - 92.06 %], específicamente en áreas de Comunicación, Seguridad del paciente, Trabajo en equipo y Liderazgo.  Conclusión.  En la percepción de los estudiantes participantes, el uso de un debriefing eficaz en la simulación clínica permitió la transferencia de conocimientos a la práctica asistencial, mostrando ser una herramienta crucial que ayuda a mejorar la formación a de los futuros enfermeros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Avaliar a percepção da transferência de conhecimentos das simulações clínicas para a prática assistencial em estudantes de enfermagem por meio de um debriefing eficaz.  Métodos.  Foi realizado um estudo observacional, descritivo e transversal com uma lista de 281 estudantes de enfermagem de uma universidade espanhola durante o curso 2020-2021, por meio de uma consulta ad hoc a partir do Debriefing Assessment for Simulation in Healthcare (DASH) em português, para valorizar as áreas competentes que um estudante de graduação deve alcançar ao finalizar seus estudos.  Resultados.  A consulta realizada após cada simulação mostrou que os estudantes valorizaram positivamente as sessões de debriefing realizadas por especialistas, com uma pontuação média de 6.61 sobre 7 [6.56-6.65%] com base em 675 consultas analisadas, e cada estudante realizou mais de uma simulação dentro do curso acadêmico. Foram observadas 221 respostas cumulativas que o aprendizado na simulação se traduziu na prática em 89.23% [86.39-92.06%], especificamente nas áreas de Comunicação, Segurança do paciente, Trabalho em equipe e Liderança.  Conclusão.  Na percepção dos estudantes participantes, o uso de um debriefing eficaz na simulação clínica permitiu a transferência de conhecimentos para a prática assistencial, mostrando ser uma ferramenta crucial que ajuda a melhorar a formação dos futuros enfermeiros.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[patient simulation]]></kwd>
<kwd lng="en"><![CDATA[simulation training]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[knowledge management]]></kwd>
<kwd lng="es"><![CDATA[simulación de paciente]]></kwd>
<kwd lng="es"><![CDATA[entrenamiento simulado]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[gestión del conocimiento]]></kwd>
<kwd lng="pt"><![CDATA[simulação de paciente]]></kwd>
<kwd lng="pt"><![CDATA[treinamento por simulação]]></kwd>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[gestão do conhecimento]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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