<?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>S0121-45002021000200198</article-id>
<article-id pub-id-type="doi">10.15446/av.enferm.v39n2.90659</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación del talento humano en enfermería en Colombia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Treinamento de talento humano em enfermagem na Colômbia]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of human talent in nursing in Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vélez-Álvarez]]></surname>
<given-names><![CDATA[Consuelo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arboleda-Isaza]]></surname>
<given-names><![CDATA[Valentín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chalapud-Vivas]]></surname>
<given-names><![CDATA[Carlos-Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldo-Osorio]]></surname>
<given-names><![CDATA[Alexandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jaramillo-Ángel]]></surname>
<given-names><![CDATA[Claudia-Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Caldas  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</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>39</volume>
<numero>2</numero>
<fpage>198</fpage>
<lpage>206</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-45002021000200198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-45002021000200198&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-45002021000200198&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: la formación del talento humano en enfermería requiere de la articulación, de manera imprescindible, con las Instituciones Prestadoras de Servicios de Salud (IPS).  Objetivo: analizar la relación docencia-servicio para la formación de talento humano en enfermería en Colombia.  Materiales y métodos: estudio de tipo descriptivo. Se envió una encuesta electrónica con preguntas estructuradas y semiestructuradas a 53 Instituciones de Educación Superior (IES). Se incluyeron instituciones con programas de enfermería y con convenios docencia-servicio para prácticas formativas.  Resultados: participaron 48 programas de enfermería de IES privadas (60,4 %) y públicas (39,6 %). El 62,5 % no contaban con una IPS propia para el desarrollo de prácticas formativas en salud, situación que deriva en estructuración de convenios docencia-servicio y pagos en dinero o servicios por las IES. Las principales modalidades de contraprestación fueron capacitación del recurso humano, educación continuada y dotación tecnológica.  Conclusiones: la integración docencia-servicio de universidades públicas y privadas con diferentes instituciones es necesaria en la formación integral de profesionales de enfermería. Las IES se ven abocadas a ofrecer actividades de compensación y contraprestación según su capacidad y valoración de las necesidades conjuntas. Un bajo porcentaje cuenta con IPS propias, cuya mayoría es de carácter privado. La relación docencia-servicio mejora la atención, educación, orientación a los pacientes y familiares y la credibilidad por la presencia de la academia en las unidades asistenciales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução: para a formação do talento humano em enfermagem, é essencial articular-se com as instituições prestadoras de serviços de saúde (IPS).  Objetivo: analisara relação ensino-serviço para a formação do talento humano em enfermagem na Colômbia.  Materiais e métodos: estudo descritivo, o qual utilizou enquete eletrônica com perguntas estruturadas e semiestruturadas enviadas a 53 Instituições de Ensino Superior (IES). Foram incluídas instituições com programas de enfermagem e convênios docentes para as práticas de formação.  Resultados: participaram 48 programas de enfermagem de IES privadas (60,4 %) e públicas (39,6 %). 62,5 % não contavam com IPS própria para o desenvolvimento de estágios em saúde; essa situação leva à estruturação de convênios de prestação de serviços docentes e pagamentos em dinheiro ou serviços pelas IES. As principais formas de contraprestação foram treinamento do recurso humano, educação continuada e dotação tecnológica.  Conclusões: a integração ensino-serviço de universidades públicas e privadas com diferentes instituições é necessária na formação integral dos profissionais de enfermagem. As IES são forçadas a oferecer atividades de compensação e remuneração de acordo com sua capacidade e avaliação de necessidades conjuntas. Uma porcentagem baixa tem suas IPS, e a maioria é privada. A relação ensino-serviço melhora o atendimento, a educação, a orientação e a credibilidade do paciente e da família, devido à presença da academia nas unidades de atendimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: The training of human talent in nursing requires the articulation with the health services institutions (IPS, in Spanish) as an essential feature.  Objective: To analyze the teaching-service relationship for the training of human talent in nursing in Colombia.  Materials and methods: Descriptive study using an electronic survey with structured and semi-structured questions sent to 53 higher education institutions (IES, in spanish). Institutions with nursing programs and teaching service agreements for training practices were included.  Results: 48 nursing programs from private (60.4 %) and public (39.6 %) IES participated in this study. 62.5 % of these did not have an IPS in charge of providing their own health services for the development of training practices. This situation leads to the structuring of teaching service agreements and payments in money or services by IES. The main forms of compensation were human resource training, continuing education, and technological endowment.  Conclusions: The teaching-service integration of public and private universities with different institutions is necessary for the comprehensive training of nursing professionals. IES are forced to offer compensation activities according to their capacity and assessment of joint needs. A low percentage have their own IPS, whose majority are private institutions. The teaching-service relationship improves care, education, patient and family orientation and credibility due to the presence of the academy in health care units.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Servicios de Integración Docente Asistencial]]></kwd>
<kwd lng="es"><![CDATA[Práctica Institucional]]></kwd>
<kwd lng="es"><![CDATA[Educación en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Instituciones de Salud]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior (fuente: DeCS, BIREME)]]></kwd>
<kwd lng="pt"><![CDATA[Serviços de Integração Docente-Assistencial]]></kwd>
<kwd lng="pt"><![CDATA[Prática Institucional]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Instalações de Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior (fonte: DeCS, BIREME)]]></kwd>
<kwd lng="en"><![CDATA[Teaching Care Integration Services]]></kwd>
<kwd lng="en"><![CDATA[Institutional Practice]]></kwd>
<kwd lng="en"><![CDATA[Nursing Education]]></kwd>
<kwd lng="en"><![CDATA[Health Facilities]]></kwd>
<kwd lng="en"><![CDATA[Higher Education (source: DeCS, BIREME)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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