<?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>0124-7107</journal-id>
<journal-title><![CDATA[Universidad y Salud]]></journal-title>
<abbrev-journal-title><![CDATA[Univ. Salud]]></abbrev-journal-title>
<issn>0124-7107</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Nariño]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-71072019000200152</article-id>
<article-id pub-id-type="doi">10.22267/rus.192102.149</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Nivel de pensamiento crítico de estudiantes de primero y último semestre de pregrado en enfermería de una universidad en Medellín, Colombia]]></article-title>
<article-title xml:lang="en"><![CDATA[Critical thinking level of undergraduate nursing students from first and last semesters in a university of Medellin, Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar-Blandón]]></surname>
<given-names><![CDATA[Diego Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ospina-Rave]]></surname>
<given-names><![CDATA[Beatriz Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Antioquia  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</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>21</volume>
<numero>2</numero>
<fpage>152</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-71072019000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-71072019000200152&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-71072019000200152&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción: El pensamiento crítico es un componente importante de la formación en Enfermería. Diferentes organizaciones exigen estrategias de pensamiento crítico para acreditar programas universitarios. Sin embargo, existe poca evidencia sobre la medición de sus niveles.  Objetivo:  Comparar el nivel de pensamiento crítico, en estudiantes de primero y último semestre de Enfermería en una universidad de Medellín-Colombia.  Materiales y métodos:  Estudio cuantitativo descriptivo, trasversal y comparativo del pensamiento crítico en una muestra a conveniencia de estudiantes de primero y último semestre.  Resultados:  En ambos grupos, el nivel es medio (primero 44,47; último 53,14 p&lt;0,001). No obstante, se observa un incremento de 19,49% con respecto al primer semestre, con cambios significativos en los dominios: evaluación, argumentación e interpretación. No se encontraron diferencias en los dominios de inferencia y análisis.  Conclusiones:  Los hallazgos muestran un cambio positivo en el nivel de pensamiento crítico, que son un punto de partida para el análisis del proceso enseñanza aprendizaje en la facultad donde se desarrolló el estudio, con el fin de fortalecer los dominios donde se observaron incrementos significativos y desarrollar estrategias que favorezcan el desarrollo de habilidades en los que no se observaron cambios. Es importante desarrollar investigaciones con mediciones longitudinales e instrumentos confiables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction: Critical thinking is an important component of nursing education. Different organizations demand critical thinking strategies in order to accredit university programs. Nevertheless, there is limited evidence in regards to how critical thinking levels can be assessed.  Objective:  To compare the critical thinking levels of undergraduate nursing students from first and last semesters in a university of Medellin-Colombia.  Materials and methods:  A quantitative, descriptive, cross-sectional and comparative study of critical thinking carried out with an appropriate sample of students from first and last semesters.  Results:  Both groups showed a medium level (44.47 and 53.14 for first and last semester students, respectively). However, there is a 19.49% increase in last semester students compared to ones belonging to first semester, with significant changes in domains like evaluation, argumentation and interpretation. We did not observe significant changes in inference and analysis.  Conclusions:  Our findings show a positive change in the critical thinking level, a result that can be used as a starting point for the analysis of the teaching-learning processes developed in the Nursing Faculty. Our results are also important for strengthening the domains that showed significant increments and developing strategies to foster the development of skills in the areas where changes were not evident. We consider that it is relevant to carry out studies with longitudinal measurements and reliable instruments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[education, higher]]></kwd>
</kwd-group>
</article-meta>
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