<?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>0121-0807</journal-id>
<journal-title><![CDATA[Revista de la Universidad Industrial de Santander. Salud]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Univ. Ind. Santander. Salud]]></abbrev-journal-title>
<issn>0121-0807</issn>
<publisher>
<publisher-name><![CDATA[Universidad Industrial de Santander]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-08072020000100033</article-id>
<article-id pub-id-type="doi">10.18273/revsal.v52n1-2020005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Planes de cuidados enfermeros de estudiantes de pregrado: comparación de dos modelos]]></article-title>
<article-title xml:lang="en"><![CDATA[Nursing care plans of undergraduate students: Comparison of two models]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ibáñez-Alfonso]]></surname>
<given-names><![CDATA[Luz Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fajardo-Peña]]></surname>
<given-names><![CDATA[María Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo-Ortiz]]></surname>
<given-names><![CDATA[Claudia Esperanza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roa-Díaz]]></surname>
<given-names><![CDATA[Zayne Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Industrial de Santander  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2020</year>
</pub-date>
<volume>52</volume>
<numero>1</numero>
<fpage>33</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-08072020000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-08072020000100033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-08072020000100033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El modelo AREA (Análisis de Resultado Esperado Actual) plantea la importancia de reorientar la enseñanza y el aprendizaje del proceso de enfermería al pensarlo en términos más amplios, panorámicos y reflexivos; facilitando el desarrollo de habilidades de razonamiento clínico, lo que constituye un gran avance para la enseñanza y la práctica en la toma de decisiones clínicas que integra NANDA, NIC y NOC. Los nuevos lineamientos estructurados desde el modelo OPT superan la visión lineal, fraccionada e instrumental de las cinco etapas del proceso de enfermería.  Objetivo:  Comparar dos modelos de aplicación del proceso de enfermería (generación 2 y 3), en la elaboración de planes de cuidados por parte de estudiantes del programa de enfermería de una institución de educación superior de Bucaramanga (Colombia).  Metodología:  Estudio de corte transversal. Participaron 33 estudiantes de quinto nivel del programa de enfermería de la UIS. Se definieron las variables y se diseñaron los instrumentos que permitieron evaluar y comparar la aplicación del proceso de enfermería de la segunda y tercera generación.  Resultados:  Se identificó preferencia por el modelo tercera generación como guía para el abordaje de casos clínicos; sin embargo, es importante resaltar que los estudiantes no encontraron diferencias significativas en aspectos de articulación teórica, ni en la aplicación de los lenguajes NIC y NOC. Los estudiantes encuentran diferencias significativas en el uso del modelo OPT en aspectos relacionados con el razonamiento clínico, la determinación de la esencia del caso, el respaldo diagnóstico y la identificación del diagnóstico de enfermería.  Conclusiones:  Ampliar la enseñanza del modelo OPT en todos los cursos del programa de enfermería UIS, facilitará una mayor comprensión de los procesos de pensamiento del estudiante y mayor capacidad de adaptar experiencias para satisfacer las necesidades individuales de aprendizaje; igualmente, fortalecerá el currículo y por ende las prácticas docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The OPT model (Outcome Present State Test) raises the importance of reorienting the teaching and learning of the nursing process when thinking about it in broader, panoramic and reflective terms; it facilitates the development of clinical reasoning skills, which is a breakthrough for teaching and practice in making clinical decisions that integrate NANDA, NIC and NOC. The new guidelines structured from the OPT model, overcome the linear, fractional and instrumental vision of the five stages of the nursing process.  Objective:  To compare two nursing process application models (generation 2 and generation 3), in the elaboration of care plans by students of the nursing program of a higher education institution of Bucaramanga (Colombia).  Methodology:  Cross-sectional study. With participation of 33 students from the fifth level of UIS nursing program UIS. Variables were defined and the instruments to evaluate and compare the application of the nursing process of the second and third generations were designed.  Results:  Preference for the third generation model was identified as a guide for addressing clinical cases; however, it is important to note that the students did not find significant differences in aspects of theoretical articulation, nor in the application of NIC and NOC languages. Students find significant differences in the use of OPT model in aspects related to clinical reasoning, case essence determination, diagnostic support and in the nursing diagnosis identification.  Conclusions:  Expanding the teaching of the OPT model in all courses of the nursing program UIS, will facilitate a greater understanding of the student&#8217;s thinking processes and a greater ability to adapt experiences to meet individual learning needs; it will also strengthen the curriculum and therefore the teaching practices.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Proceso de enfermería]]></kwd>
<kwd lng="es"><![CDATA[diagnóstico de enfermería]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[modelo educativo]]></kwd>
<kwd lng="es"><![CDATA[planificación de la atención del paciente.]]></kwd>
<kwd lng="en"><![CDATA[Nursing process]]></kwd>
<kwd lng="en"><![CDATA[nursing diagnosis]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[educational model]]></kwd>
<kwd lng="en"><![CDATA[patient care planning.]]></kwd>
</kwd-group>
</article-meta>
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