<?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>0120-5552</journal-id>
<journal-title><![CDATA[Revista Salud Uninorte]]></journal-title>
<abbrev-journal-title><![CDATA[Salud, Barranquilla]]></abbrev-journal-title>
<issn>0120-5552</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universidad del Norte, División de Ciencias de la]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-55522021000200329</article-id>
<article-id pub-id-type="doi">10.14482/sun.37.2.152.41</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Empatía y componentes de la empatía en estudiantes mexicanos de enfermería: estudio transversal]]></article-title>
<article-title xml:lang="en"><![CDATA[Empathy and Components of Empathy in Mexican Nursing Students: Cross-Sectional Design]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ANDRADE VALLE]]></surname>
<given-names><![CDATA[IRMA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FACIO ARCINIEGA]]></surname>
<given-names><![CDATA[SUSANA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TORRE]]></surname>
<given-names><![CDATA[LAURA ALEMÁN DE LA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[QUIROZ GUERRA]]></surname>
<given-names><![CDATA[ALMA ROSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CALZADILLA NÚÑEZ]]></surname>
<given-names><![CDATA[ARACELIS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DÍAZ-NARVÁEZ]]></surname>
<given-names><![CDATA[VÍCTOR]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[Coahuila ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[Coahuila ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[Coahuila ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Coahuila  ]]></institution>
<addr-line><![CDATA[Coahuila ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Bernardo OHiggins  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidad Andres Bello Facultad de Odontología ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>329</fpage>
<lpage>344</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-55522021000200329&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-55522021000200329&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-55522021000200329&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Introducción: La empatía es importante para el profesional de enfermería y debe ser incorporada a la formación de los estudiantes de pregrado a partir de evidencias empíricas sólidas. El objetivo de este trabajo fue caracterizar la situación empática de los estudiantes examinados.  Materiales y métodos: Es un trabajo exploratorio, transversal, con 331 estudiantes de la Escuela de Enfermería de la Universidad Autónoma de Coahuila, México. Se aplicó la Escala de Empatía Médica de Jefferson (versión S), adaptada y validada para estudiantes de enfermería. Se estimó el alpha de Cronbach y correlación intraclase para estudiar la fiabilidad de los datos. Se aplicó un análisis de varianza bifactorial para determinar diferencias entre cursos, géneros e interacción entre factores, modelos de regresión de las medias de la em-patía a través de los cursos.  Resultados: Existe confiabilidad adecuada de los datos. Hay diferencias entre los cursos para la empatía y el componente cuidado con compasión, entre géneros en los componentes "cuidado con compasión y habilidad para entender al otro". Bajo crecimiento empático que no se ajusta al modelo de declinación.  Conclusión: El comportamiento empático de los estudiantes obedece a modelos no lineales; no se manifiesta el fenómeno de declinación empática: el crecimiento de la empatía y de sus componentes es bajo; el crecimiento de la empatía en el componente "cuidado con compasión" es mayor en hombres; en el componente "toma de perspectiva del paciente" es mayor en mujeres y la habilidad para entender a los demás es baja y semejante entre géneros.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[SUMMARY  Introduction: Empathy is important for the nursing professional and must be incorporated into the training of undergraduate students based on solid empirical evidence. The objective of this work was to characterize the empathic situation of the examined students.  Materials and methods: It is an exploratory, cross-sectional work with 331 students from the School of Nursing of the Autonomous University of Coahuila, Mexico. The Jefferson Medical Empathy Scale (version S) was applied, adapted and validated for nursing students. Cronbach's alpha and intraclass correlation were estimated to study the reliability of the data. A bifactorial analysis of variance was applied to determine differences between courses, genders and interaction between factors, regression models of the means of empathy across courses.  Results: There is adequate reliability of the data. There are differences between courses for empathy and the compassionate care component, between genders in the components "compassionate care and ability to understand others". Low empathic growth that does not fit the decline model.  Conclusion: The empathic behavior of students obeys non-linear models; The phenomenon of empathic decline does not manifest itself: the growth of empathy and its components is low; the growth of empathy in the "compassionate care" component is greater in men; in the component "taking the patient's perspective" it is higher in women and the ability to understand others is low and similar between genders.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[empatía]]></kwd>
<kwd lng="es"><![CDATA[identidad de género]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="en"><![CDATA[empathy]]></kwd>
<kwd lng="en"><![CDATA[gender identity]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
</kwd-group>
</article-meta>
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