<?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>2184-1578</journal-id>
<journal-title><![CDATA[Revista de Investigação & Inovação em Saúde]]></journal-title>
<abbrev-journal-title><![CDATA[RIIS]]></abbrev-journal-title>
<issn>2184-1578</issn>
<publisher>
<publisher-name><![CDATA[Escola Superior de Saúde Norte da Cruz Vermelha Portuguesa, Unidade de Investigação e Desenvolvimento]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-15782021000200052</article-id>
<article-id pub-id-type="doi">10.37914/riis.v4i2.166</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tutoria por pares na educação em enfermagem: a voz dos tutores]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer tutoring in nursing education: the voice of tutors]]></article-title>
<article-title xml:lang="es"><![CDATA[Tutoría entre pares en educación en enfermería: la voz de los tutores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Augusto]]></surname>
<given-names><![CDATA[Cláudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Goreti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Ermelinda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Machado]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candeias]]></surname>
<given-names><![CDATA[Analisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Encarnação]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Odete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola de Enfermagem da Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</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>4</volume>
<numero>2</numero>
<fpage>52</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-15782021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-15782021000200052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-15782021000200052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Enquadramento:  as experiências pedagógicas que envolvem tutoria por pares têm sido cada vez mais diversificadas. No caso do ensino de enfermagem, a tutoria tem registado um aumento significativo. O presente estudo insere-se num Projeto de Inovação e Desenvolvimento do Ensino e da Aprendizagem - Tutorias por pares em contexto académico de Enfermagem (TutorParE). Tem como finalidade a promoção de estratégias pedagógicas inovadoras e promotoras do desenvolvimento de competências académicas e transversais nos estudantes do ensino superior.  Objetivos:  analisar a experiência dos tutores sobre a tutoria académica no ensino de enfermagem.  Metodologia:  o estudo desenvolvido, qualitativo, exploratório e descritivo, envolveu onze estudantes tutores do 4.º ano do curso de licenciatura em enfermagem, numa Unidade Curricular do 1.º ano do curso.  Resultados:  emergiram duas categorias: (1) desenvolvimento pessoal e; (2) aprendizagem colaborativa. A estratégia de tutoria por pares foi considerada útil na aquisição de conhecimentos e de competências nos estudantes, facilitando o desenvolvimento pessoal e a aprendizagem colaborativa.  Conclusão:  os achados reforçam a importância da adoção de práticas pedagógicas ativas e inovadoras, baseadas na tutoria por pares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Background:  pedagogical experiences involving peer tutoring have been increasingly diversified. In the case of nursing education, tutoring has registered a significant increase This study is integrated in Project for Innovation and Development of Teaching and Learning - Peer tutoring in the academic context of nursing (TutorParE). It aims to promote innovative pedagogical strategies in order to facilitate both the development of academic and transversal skills in nursing students.  Objectives:  analyze the experience of tutors on academic tutoring in nursing education.  Methodology:  this study, qualitative, exploratory and descriptive design enrolled eleven students from the 4th year of the nursing degree in one discipline of the 1st year.  Results:  two categories emerged from the Results: (1) personal development and; (2) collaborative learning. The strategy adopted in peer tutoring in nursing education was considered useful to enhance the acquisition of students' knowledge and skills, allowing personal development and collaborative learning.  Conclusion:  the findings achieved reinforce the importance of adopting active and innovative pedagogical practices, based on peer tutoring.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Marco contextual: las experiencias pedagógicas que involucran la tutoría entre pares se han diversificado cada vez más. En el caso de la formación en enfermería, la tutoría ha registrado un aumento significativo. Este estudio es parte de un Proyecto de Innovación y Desarrollo para la Enseñanza y el Aprendizaje - Tutoría entre pares en el contexto académico de enfermería (TutorParE). Su propósito es promover estrategias pedagógicas innovadoras que promuevan el desarrollo de habilidades académicas y transversales en los estudiantes de Educación Superior. Objetivo: analizar la experiencia de los tutores en la tutoría académica en la educación en enfermería.  Metodologia:  este estudio, cualitativo, exploratorio y descriptivo involucró a once estudiantes de cuarto año de la carrera de Enfermería en una matéria de primero ano.  Resultados: surgieron dos categorías: (1) desarrollo personal y; (2) aprendizaje colaborativo. La estrategia de tutoría entre pares se consideró útil para mejorar la adquisición de conocimientos y habilidades de los estudiantes al permitir su desarrollo personal al tiempo que mejora el aprendizaje colaborativo.  Conclusiones: los hallazgos son pistas válidas que refuerzan la importancia de adoptar prácticas pedagógicas activas e innovadoras, basadas en la tutoría entre pares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tutoria]]></kwd>
<kwd lng="pt"><![CDATA[enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[tutoring]]></kwd>
<kwd lng="en"><![CDATA[nursing]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="es"><![CDATA[tutoría]]></kwd>
<kwd lng="es"><![CDATA[enfermería]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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