<?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>2216-0973</journal-id>
<journal-title><![CDATA[Revista Cuidarte]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Cuid]]></abbrev-journal-title>
<issn>2216-0973</issn>
<publisher>
<publisher-name><![CDATA[Programa de Enfermería, Facultad de Ciencias de la Salud, Universidad de Santander UDES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-09732020000100300</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.774</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Sentimentos vivenciados por discentes durante as práticas: implicações no processo de aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Feelings experienced by students during internships: implications for the learning process]]></article-title>
<article-title xml:lang="es"><![CDATA[Sentimientos experimentados por estudiantes durante las prácticas: implicaciones en el proceso de aprendizaje]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Kalila Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vilela]]></surname>
<given-names><![CDATA[Alba Benemérita Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Ana Cristina Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Nayara Mendes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Kay Amparo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Sheylla Nayara Sales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Tecnologia e Ciências  ]]></institution>
<addr-line><![CDATA[Jequié Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Jequié Ba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Jequié Ba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,UESB Programa de Pós-Graduação em Enfermagem e Saúde ]]></institution>
<addr-line><![CDATA[Jequié Ba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,UESB FTC Programa de Pós-Graduação em Enfermagem e Saúde]]></institution>
<addr-line><![CDATA[Jequié Ba]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Faculdade de Tecnologia e Ciências  ]]></institution>
<addr-line><![CDATA[Jequié Ba]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732020000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732020000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732020000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução  A realização de aulas práticas na área da saúde é comum e obrigatória, articulando à formação do discente, sua importância é reconhecida pelos próprios acadêmicos e pelas instituições formadoras, além de ser fonte de inquietações e conflitos para estes. Diante desse contexto, buscou-se descrever os sentimentos vivenciados por acadêmicos de enfermagem durante as aulas práticas hospitalares.  Materiais e Métodos  Pesquisa qualitativa, exploratória descritiva. Coleta de dados realizada em maio de 2017 através de entrevista semiestruturada com doze discentes do curso de graduação em enfermagem. A análise de dados se deu através do Discurso do Sujeito Coletivo após serem observados todos os aspectos éticos e legais disciplinados pelas Resoluções nº 466/12.  Resultados  Os discentes vivenciam inúmeros sentimentos, tais como, medo, ansiedade, felicidade e frustrações, além da constante preocupação em relacionar teoria e prática.  Discussão  As aulas práticas são momentos de transformação no modo de agir e pensar dos discentes, ocasião em que adquirem experiências que levarão para toda vida profissional.  Conclusões  Durante as aulas práticas os discentes passam por momentos de aflição, mas também de aprendizagem sendo, portanto, necessário repensar o processo de ensino e aprendizagem neste contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction  Practical healthcare classes are common and mandatory to articulate the education of students. The importance of practical classes is acknowledged by both academics and educational institutions as a source of concerns and conflicts for both parties. In light of this situation, this study aimed at describing the feelings that nursing academics experience during practical classes at hospitals.  Materials and Methods  a descriptive exploratory qualitative method study for which data was collected in May 2017 through a semi-structured interview with twelve undergraduate nursing students. Data analysis was done using the Discourse of Collective Subject after reviewing all the ethical and legal matters regulated by Resolution no. 466/12.  Results  Students experience countless feelings such as fear, anxiety, happiness and frustration, besides constant concern to relate theory and practice.  Discussion  Practical classes are transformation spaces for students&#8217; way of acting and thinking as it is the time when they gain experiences that will support them during their entire professional life.  Conclusions  During practical classes, students get through distress times, but also learning times. Consequently, it is necessary to rethink the teaching and learning process in this context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción  Las clases prácticas en el área de la salud es común y obligatoria, ya que estas articulan la formación del estudiante. La importancia de las clases prácticas es reconocida tanto por los académicos como por las instituciones de formación, además de ser fuente de inquietudes y conflictos para ambas partes. Frente a esta situación, se buscó describir los sentimientos que los académicos de enfermería experimentan durante las clases prácticas hospitalarias.  Materiales y Métodos  Estudio cualitativo, exploratorio descriptivo. Recolección de datos realizada en mayo de 2017 a través de una entrevista semiestructurada con doce estudiantes del curso de pregrado en enfermería. El análisis de los datos se hizo a través del Discurso del Sujeto Colectivo después de observar todos los aspectos éticos y legales regulados por las Resoluciones nº 466/12.  Resultados  Los estudiantes experimentan innumerables sentimientos, tales como, miedo, ansiedad, felicidad y frustraciones, además de la constante preocupación por relacionar la teoría y la práctica.  Discusión  Las clases prácticas son momentos de transformación en cuanto al modo de actuar y pensar de los estudiantes, es el momento en el que adquieren experiencias que los acompañarán durante toda su vida profesional.  Conclusiones  Durante las clases prácticas los estudiantes pasan por momentos de aflicción, pero también de aprendizaje, por lo que es necesario repensar el proceso de enseñanza y aprendizaje en este contexto.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Emoções]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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