<?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>S2216-09732025000200004</article-id>
<article-id pub-id-type="doi">10.15649/cuidarte.4435</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Materializing the international migrant health policy in health sciences curricula in Chile]]></article-title>
<article-title xml:lang="es"><![CDATA[Concreción de la política de salud migrante internacional en el curriculum de ciencias de la salud en Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Concretização da política de saúde migrante internacional no currículo de ciências da saúde no Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Álvarez-Cruces]]></surname>
<given-names><![CDATA[Debbie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nocetti-de-la-Barra]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mansilla-Sepúlveda]]></surname>
<given-names><![CDATA[Juan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-09732025000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-09732025000200004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-09732025000200004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: In Chile, the International Migrant Health Policy (PSMI in Spanish) mandates the inclusion of topics such as migration, interculturality, human rights, social determinants of health, and gender in higher education curricula. However, it is unknown whether this effectively happens.  Objective: To understand the materialization of the PSMI in health sciences curricula.  Materials and Methods: This interpretative/hermeneutic study included semi-structured interviews with program directors, academic faculty, clinical professors, and students. It also involved a document analysis across different health sciences degree programs at three regional universities in Chile. Data analysis included open, axial, and selective coding with ATLAS.ti version 24.  Results: A total of 179 informants participated. Three main categories emerged: Health Institution Setting, University Institution Setting, and Degree Program Setting, each comprising facilitating or hindering subcategories for materializing policy materialization. The hermeneutic analysis made it possible to interrelate these subcategories, producing a semantic network to understand the phenomenon. Facilitators were scarce and isolated from the network core, while hindrances were more numerous, cohesive, and robust, reinforcing an ethnocentric model of professional education validated by ethnocentric healthcare practices in clinical settings.  Discussion: The concept of &#8220;cultural blinders&#8221; is proposed in place of &#8220;cultural blindness&#8221; as there is awareness of the cultural influences on healthcare that are nonetheless not integrated.  Conclusion: Current curricula do not align with the PSMI. Coordinated policies between the Ministry of Education and the Ministry of Health are imperative to reverse the existing healthcare status quo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: En Chile, la Política de Salud de Migrante Internacional establece la incorporación curricular de temáticas sobre migración, interculturalidad, derechos humanos, determinantes sociales y género en la Educación Superior; pero, se desconoce si esto ocurre de manera efectiva.  Objetivo: Comprender la concreción de la Política de Salud de Migrante Internacional en el currículum de Ciencias de la Salud.  Materiales y métodos: Estudio Interpretativo/Hermenéutico que incluyó entrevistas semiestructuradas a jefes de carrera, académicos- docentes, guías clínicos y estudiantes, además de análisis documental de diferentes carreras de la salud de tres Universidades regionales de Chile. El análisis de datos incluyó codificación abierta, axial y selectiva con la asistencia del programa ATLAS.ti 24.  Resultados: Participaron 179 informantes. Se conformaron tres categorías: Ámbito Institución de Salud, Ámbito Institución Universitaria y Ámbito de la Carrera, cada una con subcategorías facilitadoras u obstaculizadoras para la concreción de la política. El análisis Hermenéutico permitió interrelacionar las subcategorías para comprender el fenómeno global con una red semántica. Los facilitadores fueron escasos y aislados de la red. Los obstaculizadores están en mayor cantidad, más cohesionados y robustos, originando una formación profesional etnocéntrica que se valida con una atención de salud etnocéntrica en los campos clínicos.  Discusión: Se propone el concepto de Gríngola Cultural en vez de Ceguera Cultural, porque existe consciencia de los factores culturales que influyen en la atención de salud, pero no se incorporan.  Conclusiones: El currículum no responde a la Política de Salud de Migrante Internacional, es imperativo contar con políticas mancomunadas entre el Ministerio de Educación y Ministerio de Salud que reviertan el statu quo existente en la estructura sanitaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: No Chile, a Política de Saúde do Migrante Internacional (PSMI) estabelece a incorporação curricular de temáticas como migração, interculturalidade, direitos humanos, determinantes sociais e gênero na educação superior; porém, não se sabe se isso ocorre de forma eficaz.  Objetivo: Compreender a implementação da PSMI no currículo de Ciências da Saúde.  Materiais e métodos: Estudo interpretativo/ hermenêutico que incluiu entrevistas semiestruturadas com diretores de programas, professores acadêmicos, guias clínicos e alunos, além de análise documental de diferentes programas de saúde de três universidades regionais do Chile. A análise de dados incluiu codificação aberta, axial e seletiva com o auxílio do programa ATLAS.ti 24.  Resultados: Participaram 179 informantes. Foram estabelecidas três categorias: Escopo da Instituição de Saúde, Escopo da Instituição Universitária e Escopo da Carreira, cada uma com subcategorias que facilitam ou dificultam a implementação da política. A análise hermenêutica permitiu que as subcategorias fossem inter-relacionadas para compreender o fenômeno global com uma rede semântica. Os facilitadores eram poucos e isolados da rede. Os obstáculos são mais numerosos, mais coesos e mais robustos, dando origem a uma formação profissional etnocêntrica que é validada por cuidados de saúde etnocêntricos em ambientes clínicos.  Discussão: O conceito de Gríngola Cultural é proposto em vez de Cegueira Cultural, porque há consciência dos fatores culturais que influenciam os cuidados de saúde, mas eles não são incorporados.  Conclusões: O currículo não responde ao PSMI; é imperativo que haja políticas conjuntas entre o Ministério da Educação e o Ministério da Saúde que revertam o status quo existente na estrutura da saúde.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Health Sciences]]></kwd>
<kwd lng="en"><![CDATA[Professional Training]]></kwd>
<kwd lng="en"><![CDATA[Migrants]]></kwd>
<kwd lng="en"><![CDATA[Policy]]></kwd>
<kwd lng="en"><![CDATA[Cultural Competence]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Competence]]></kwd>
<kwd lng="es"><![CDATA[Ciencias de la Salud]]></kwd>
<kwd lng="es"><![CDATA[Formación Profesional]]></kwd>
<kwd lng="es"><![CDATA[Migrantes]]></kwd>
<kwd lng="es"><![CDATA[Políticas]]></kwd>
<kwd lng="es"><![CDATA[Competencia Cultural]]></kwd>
<kwd lng="es"><![CDATA[Competencia Intercultural]]></kwd>
<kwd lng="pt"><![CDATA[Ciências da Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Políticas]]></kwd>
<kwd lng="pt"><![CDATA[Competência Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Competência Intercultural]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[Nocetti-De-La-Barra]]></surname>
<given-names><![CDATA[A]]></given-names>
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<article-title xml:lang=""><![CDATA[Sentient Intercultural Self-Efficacy: Constructing Intercultural Competence in Health Sciences students]]></article-title>
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<year>2025</year>
<volume>13</volume>
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<issue>2</issue>
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</back>
</article>
