<?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>0874-0283</journal-id>
<journal-title><![CDATA[Revista de Enfermagem Referência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Enf. Ref.]]></abbrev-journal-title>
<issn>0874-0283</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Enfermagem de Coimbra - Unidade de Investigação em Ciências da Saúde - Enfermagem]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0874-02832021000400011</article-id>
<article-id pub-id-type="doi">10.12707/rv20174</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas pedagógicas desarrolladas por docentes en la enseñanza de enfermería]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical practices developed by nursing teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Espinoza]]></surname>
<given-names><![CDATA[Jessica Belen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cárdenas Becerril]]></surname>
<given-names><![CDATA[Lucila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arana Gómez]]></surname>
<given-names><![CDATA[Beatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kempfer]]></surname>
<given-names><![CDATA[Silvana Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Maria Eduarda De Carli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Catarina]]></surname>
<given-names><![CDATA[Alessandra Antunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Enfermería y Obstetricia ]]></institution>
<addr-line><![CDATA[Toluca de Lerdo ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>serV</volume>
<numero>8</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0874-02832021000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0874-02832021000400011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0874-02832021000400011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual:  Las prácticas pedagógicas en la enseñanza de la enfermería constituyen un amplio campo de estudio debido a las nuevas necesidades de salud.  Objetivo:  Conocer las prácticas pedagógicas desarrolladas por los docentes en un curso de pregrado en enfermería.  Metodología:  Investigación cualitativa, a modo de estudio de caso, cuyos datos fueron recolectados a través de entrevistas en profundidad, en 2020. Participaron cinco profesores de enfermería que laboran en una universidad pública de México. Los datos fueron organizados y analizados de manera inductiva con base en la propuesta operativa de Minayo.  Resultados:  Surgieron cuatro categorías: por qué y para qué enseñar; Preparación pedagógica para la docencia; Estrategias de enseñanza-aprendizaje utilizadas por los profesores de enfermería; Retos del ejercicio pedagógico en la percepción del profesorado de enfermería.  Conclusión:  Los docentes informan que no tenían formación pedagógica y que, al iniciar la docencia, buscaron individualmente la preparación necesaria para trabajar en la docencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  The pedagogical practices in nursing education are a wide field of study due to the new health needs.  Objective:  To identify the pedagogical practices developed by teachers in an undergraduate nursing program.  Methodology:  Qualitative research, case study type. Data were collected in 2020 through in-depth interviews with five nursing teachers working at a public university in Mexico. Data were organized and analyzed using an inductive approach based on Minayo&#8217;s operational proposal.  Results:  Four categories emerged: Teaching - Why and for what; Pedagogical preparation for teaching; Teaching-learning strategies used by nursing teachers; Challenges of pedagogical practice from the perception of nursing teachers.  Conclusion:  Teachers report that they did not have pedagogical training and that, at the beginning of their teaching career, they individually sought the necessary preparation to teach.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  As práticas pedagógicas de enfermeiros constituem um amplo campo de estudo em virtude das novas necessidades de saúde.  Objetivo:  Conhecer as práticas pedagógicas desenvolvidas por docentes num curso de graduação em enfermagem.  Metodologia:  Pesquisa qualitativa, tipo estudo de caso, cujos dados foram colhidos através de entrevistas em profundidade, em 2020. Participaram cinco docentes de enfermagem que exercem funções numa universidade pública do México. Os dados foram organizados e analisados indutivamente com base na proposta operacional de Minayo.  Resultados:  Emergiram quatro categorias: Porquê e para o que ensinar; Preparação pedagógica para o ensino; Estratégias de ensino-aprendizagem utilizadas por docentes de enfermagem; Desafios do exercício pedagógico na percepção de docentes de enfermagem.  Conclusão:  Os professores relatam que não tiveram formação pedagógica e que, ao iniciarem a docência, procuraram individualmente a preparação necessária para o ensino.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[docentes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[faculty, nursing]]></kwd>
<kwd lng="en"><![CDATA[education, nursing]]></kwd>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[docentes de enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[educação em enfermagem]]></kwd>
</kwd-group>
</article-meta>
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<issue>53</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
