<?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>0121-4500</journal-id>
<journal-title><![CDATA[Avances en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[av.enferm.]]></abbrev-journal-title>
<issn>0121-4500</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-45002019000200189</article-id>
<article-id pub-id-type="doi">10.15446/av.enferm.v37n2.75179</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implicaciones de los estilos de aprendizaje en el uso de didácticas en la práctica docente]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implicações dos estilos de aprendizagem no uso da didática na prática docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of learning styles in the use of teaching approach in teaching practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuentealba-Torres]]></surname>
<given-names><![CDATA[Miguel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nervi Haltenhoff]]></surname>
<given-names><![CDATA[Hugo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Metropolitana de Ciencias de la Educación  ]]></institution>
<addr-line><![CDATA[Santiago de Chile ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>189</fpage>
<lpage>197</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-45002019000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-45002019000200189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-45002019000200189&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo: analizar los estilos de aprendizaje de los estudiantes de enfermería y discutir sus implicaciones en el uso de didácticas en la práctica docente.  Metodología: a través de un muestreo consecutivo se reclutaron estudiantes de primero, segundo, tercero y cuarto año de enfermería. Se aplicó el Cuestionario Honey-Alonso de Estilos de Aprendizaje y un cuestionario demográfico. Se efectuó análisis descriptivo y test de normalidad en todas las variables. Se emplearon las pruebas Mann-Whitney y Kruskal-Wallis para el análisis entre los estilos de aprendizaje y las variables demográficas. Se examinaron correlaciones interestilo mediante el coeficiente de Pearson Finalmente, se discutió la influencia de los estilos de aprendizaje en el uso de didácticas en la práctica docente. El error tipo I fue fijado en &lt; 0,05 % en todos los test.  Resultados: participaron 169 estudiantes con edad media de 24,5 años y predominancia de sexo femenino (81,7 %). El estilo de aprendizaje predominante fue reflexivo (53,8 %). Se identificó que la edad influye en la preferencia de los estilos de aprendizaje (p = 0,03) y que los estilos activo y pragmático; reflexivo, teórico y mixto se correlacionan positivamente (p &lt; 0,05).  Conclusiones: el estilo de aprendizaje reflexivo fue el más utilizado, sin embargo, existen múltiples preferencias de estilos de aprendizaje entre los estudiantes de enfermería. El docente tiene el desafío de hacer uso de diversas estrategias didácticas para facilitar el aprendizaje individual y grupal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo: analisar os estilos de aprendizagem dos estudantes de enfermagem e discutir as implicações no uso das didáticas na prática docente.  Metodologia: por meio da amostragem consecutiva, foram reclutados estudantes do primeiro, segundo, terceiro e quarto ano de enfermagem. Aplicou-se o Questionário de Estilos de Aprendizagem Honey-Alonso e um questionário demográfico. Foi realizada análise descritiva e teste de normalidade em todas as variáveis. Foram aplicados os testes de Mann-Whitney e Kruskal-Wallis para a análise entre os estilos de aprendizagem e as variáveis demográficas. Correlações interestilo foram analisadas usando o coeficiente de Pearson. Por fim, foi discutida a influência dos estilos de aprendizagem na utilização das didáticas na prática docente. O erro do tipo I foi fixado em &lt; 0,05 % em todos os testes.  Resultados: participaram 169 estudantes, com média de idade de 24,5 anos e predomínio do sexo feminino (81,7 %). O estilo de aprendizagem predominante foi o reflexivo (53,8 %). Foi identificado que a idade afeta a preferência dos estilos de aprendizagem (p = 0,03) e que os estilos ativo e pragmático; reflexivo, teórico e misto; se correlacionam positivamente (p &lt; 0,05).  Conclusões: o estilo de aprendizagem reflexivo foi o mais utilizado, no entanto, existem múltiplas preferências por estilos de aprendizagem entre os estudantes de enfermagem. O professor tem o desafio de usar várias estratégias de ensino para facilitar a aprendizagem individual e de grupo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective: to analyze the learning styles of nursing students and discuss their implications in the use of teaching approach in teaching practice.  Methodology: first, second, third and fourth-year nursing students were recruited through consecutive sampling. The Honey-Alonso Learning Styles Questionnaire and a demographic questionnaire were applied. Descriptive analysis and test of normality in all variables were carried out. Mann-Whitney and Kruskal-Wallis tests were used for the analysis of learning styles and demographic variables. Correlations among styles were examined using the coefficient of Pearson. Finally, it was discussed the influence of learning styles in the use of teaching approach in teaching practice. The type I error was fixed in &lt; 0.05 % on all tests.  Results: 169 students with average age of 24.5 years old and predominance of female gender (81.7 %) participated. The predominant learning style was reflective (53.8 %). It was identified that age impacts the preference of learning styles (p = 0.03), and that active and pragmatic styles and reflective, theoretical and mixed styles, were positively correlated (p &lt;0.05).  Conclusion: the reflective learning style was the most widely used; however, there are several preferences on learning styles among nursing students. The teacher has the challenge of using different teaching strategies to facilitate individual and group learning.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Práctica del Docente de Enfermería (fuente: DeCS, BIREME)]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Prática do Docente de Enfermagem (fonte: DeCS, BIREME)]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Students, Nursing]]></kwd>
<kwd lng="en"><![CDATA[Nursing Faculty Practice (source: DeCS, BIREME)]]></kwd>
</kwd-group>
</article-meta>
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