<?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>0004-0622</journal-id>
<journal-title><![CDATA[Archivos Latinoamericanos de Nutrición]]></journal-title>
<abbrev-journal-title><![CDATA[ALAN]]></abbrev-journal-title>
<issn>0004-0622</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Latinoamericana de Nutrición]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0004-06222022000200093</article-id>
<article-id pub-id-type="doi">10.37527/2022.72.2.003</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Clinical simulation with dramatization, a teaching-learning strategy for undergraduate students of nutrition and dietetics]]></article-title>
<article-title xml:lang="es"><![CDATA[Simulación clínica con dramatización, una estrategia de enseñanza-aprendizaje para estudiantes de pregrado en nutrición y dietética]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[Valentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marileo]]></surname>
<given-names><![CDATA[Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Viscardi]]></surname>
<given-names><![CDATA[Sharon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Ciencias de la Salud Departamento de Procesos Diagnóstico y Evaluación]]></institution>
<addr-line><![CDATA[Temuco ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco Facultad de Recursos Naturales ]]></institution>
<addr-line><![CDATA[ ]]></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>
<aff id="Af4">
<institution><![CDATA[,Functional Foods Laboratory  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>72</volume>
<numero>2</numero>
<fpage>93</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S0004-06222022000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S0004-06222022000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S0004-06222022000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  At present, education in Health Sciences requires interaction with real patients, which is made more complex due to the need to ensure their health safety. For this reason, new teaching methodologies are now being implemented, which help to improve and protect safe care.  Objective:  This study was carried out using a quantitative approach with a non-experimental, descriptive design.  Materials and Methods:  The sample was non-probabilistic and consisted of 87 undergraduate students. A questionnaire was used, with 18 statements divided into 3 dimensions: dimension 1, simulation structure, with six questions reflecting aspects related to its implementation; dimension 2, learning, with seven questions related to aspects of effective communication, trust, learning and respect for diversity; dimension 3, feedback for learning, with five questions, including feedback by the teacher and the simulated patient, as well as their own views with regard to participating in another similar experience again. A five-point Likert scale was used.  Results:  The three dimensions studied, simulation structure, learning and feedback for learning, report a high level of positive perceptions.  Conclusion:  The simulation strategy is an educational tool in health-related careers that enhances the clinical competencies of the students as well as the relevant theoretical and practical skills and abilities in their learning process, promoting integration of the knowledge acquired in previous subjects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción:  En la actualidad, la formación en Ciencias de la Salud requiere de la interacción con pacientes reales, lo que se hace más complejo por la necesidad de velar por la seguridad de su salud. Por ello, ahora se están implementando nuevas metodologías docentes que ayudan a mejorar y proteger la atención segura.  Objetivo:  Este estudio se llevó a cabo con un enfoque cuantitativo con un diseño no experimental, descriptivo.  Materiales y métodos:  La muestra fue no probabilística a conveniencia y estuvo conformada por 87 estudiantes de pregrado. Se utilizó un cuestionario, con 18 enunciados divididos en 3 dimensiones: dimensión 1, estructura de simulación, con seis preguntas que reflejan aspectos relacionados con su implementación; la dimensión 2, aprendizaje, con siete preguntas relacionadas con aspectos de comunicación efectiva, confianza, aprendizaje y respeto a la diversidad; dimensión 3, retroalimentación para el aprendizaje, con cinco preguntas, que incluye la retroalimentación del docente y del paciente simulado, así como sus propias opiniones con respecto a participar nuevamente en otra experiencia similar. Se utilizó una escala tipo Likert de cinco puntos.  Resultados:  Las tres dimensiones estudiadas, estructura de simulación, aprendizaje y retroalimentación para el aprendizaje, reportan un alto nivel de percepciones positivas.  Conclusión:  La estrategia de simulación es una herramienta educativa en carreras afines a la salud que potencia las competencias clínicas de los estudiantes, así como las destrezas y habilidades teóricas y prácticas pertinentes en su proceso de aprendizaje, favoreciendo la integración de los conocimientos adquiridos en materias anteriores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[clinical simulation]]></kwd>
<kwd lng="en"><![CDATA[teaching methodology]]></kwd>
<kwd lng="en"><![CDATA[learning activities]]></kwd>
<kwd lng="en"><![CDATA[undergraduate students]]></kwd>
<kwd lng="en"><![CDATA[Nutrition and Diethetics]]></kwd>
<kwd lng="es"><![CDATA[simulación clínica]]></kwd>
<kwd lng="es"><![CDATA[metodología de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[actividades de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[estudiantes de pregrado]]></kwd>
<kwd lng="es"><![CDATA[Nutrición y Dietética]]></kwd>
</kwd-group>
</article-meta>
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