<?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>2665-0169</journal-id>
<journal-title><![CDATA[Prohominum. Revista de Ciencias Sociales y Humanas]]></journal-title>
<abbrev-journal-title><![CDATA[Prohominum]]></abbrev-journal-title>
<issn>2665-0169</issn>
<publisher>
<publisher-name><![CDATA[A.C. Venezolana de Investigación Social en Pro de la Humanidad ACVENISPROH]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-01692024000400244</article-id>
<article-id pub-id-type="doi">10.47606/acven/ph0298</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estilos de aprendizaje y rendimiento académico en Enfermería: un caso a partir de una experiencia clínica simulada]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning styles and academic performance in nursing: a case from a simulated clinical experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pachacama Sangoquiza]]></surname>
<given-names><![CDATA[Johanna E.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saraguro Reyes]]></surname>
<given-names><![CDATA[Jaime Francisco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes]]></surname>
<given-names><![CDATA[Víctor Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sequera Morales]]></surname>
<given-names><![CDATA[Adriana Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Davelouis Casana]]></surname>
<given-names><![CDATA[Paula Francisca]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Iberoamericana del Ecuador  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Privada Antenor Orrego  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>6</volume>
<numero>4</numero>
<fpage>244</fpage>
<lpage>256</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-01692024000400244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-01692024000400244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-01692024000400244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se analizó la relación entre los estilos de aprendizaje (EA) y el rendimiento académico (RA) de los estudiantes de Enfermería de un Instituto Tecnológico de la Provincia de Pichincha, Ecuador. La pesquisa se realiza a partir de una experiencia clínica simulada. Es una pesquisa cuantitativa, transversal y no experimental, que tuvo un alcance descriptivo, relacional y comparativo. Se seleccionó una muestra censal de 52 sujetos del primer semestre (N: 52; n:52). El EA se determinó con el cuestionario VARK, ampliamente validado psicométricamente y considerado confiable (&#945; &gt; 0.8). Se calcularon frecuencias y porcentajes. Las calificaciones fueron clasificadas en 3 niveles. Se diseñaron tablas de contingencia y el contraste de asociación se basó en el test Chi2. La comparación por grupos se realizó con el test Kruskall-Wallis; y el contraste por sexo con el test U-Mann-Whitney. Los resultados revelan que las categorías modales reflejan en conjunto un 65.38%; agrupando a los estilos V (3.85%), A (15.38%), R (26.92%), K (19.23%). Los estilos multimodales fueron minoritarios, reflejando un 34.62%, destacándose el auditivo-kinestésico (AK: 15.38%) y el auditivo-lector/escritor (AR: 7.69%). Los estilos Lector-Escritor-Kinestésico (RK), Visual-Kinestésico (VK) y el Auditivo-Lectorescritor-Kinestésico (ARK), fueron minoritarios. Se identificó que el estilo R fue el que mayor presencia tuvo en las calificaciones muy buenas (12%), a lo que se sumó el estilo K (8%), compartiendo ambos un 12% para la categoría de rendimiento bueno; destacando también el 8% del estilo A; aunque en este nivel fueron superados por el estilo AK (15%). Se evidencia la ausencia de asociación significativa entre los estilos y el RA (X2 p &gt;0.05); y tampoco se identificaron diferencia scon base en el sexo (p 0.817 &gt; 0.05). El modelo VARK ofrece un marco para comprender las autopercepciones con respecto al aprendizaje. Si bien su relación con el RA que no queda clara.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The relationship between learning styles (EA) and academic performance (RA) of nursing students of a Technological Institute of the Province of Pichincha, Ecuador was analyzed. The research is based on a simulated clinical experience. It is a quantitative, cross-sectional and non-experimental research, which had a descriptive, relational and comparative scope. A census sample of 52 subjects from the first semester was selected (N:52; n:52). EA was determined with the VARK questionnaire, widely psychometrically validated and considered reliable (&#945; &gt; 0.8). Frequencies and percentages were calculated. Ratings were classified into 3 levels. Contingency tables were designed and the contrast of association was based on the Chi2 test. The comparison by groups was performed with the Kruskall-Wallis test; and the contrast by sex with the U-Mann-Whitney test. The results reveal that the modal categories together reflect 65.38%; grouping styles V (3.85%), A (15.38%), R (26.92%), K (19.23%). Multimodal styles were in the minority, reflecting 34.62%, with auditory-kinesthetic (AK: 15.38%) and auditory-reader/writer (AR: 7.69%) standing out. The Reader-Writer-Kinesthetic (RK), Visual-Kinesthetic (VK) and Auditory-Reader-Writer-Kinesthetic (ARK) styles were in the minority. It was identified that the R style had the greatest presence in the very good ratings (12%), to which was added the K style (8%), sharing both 12% for the good performance category; also highlighting the 8% of the A style; although at this level they were surpassed by the AK style (15%). There was no significant association between the styles and PA (X2 p &gt; 0.05); and no differences were identified based on sex (p 0.817 &gt; 0.05). The VARK model provides a framework for understanding self-perceptions regarding learning. However, its relationship with RA remains unclear.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje en Enfermería]]></kwd>
<kwd lng="es"><![CDATA[Calidad de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación y simulaciones]]></kwd>
<kwd lng="es"><![CDATA[Estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="en"><![CDATA[Nursing learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching quality]]></kwd>
<kwd lng="en"><![CDATA[Education and simulations]]></kwd>
<kwd lng="en"><![CDATA[Learning styles]]></kwd>
<kwd lng="en"><![CDATA[Academic performance]]></kwd>
</kwd-group>
</article-meta>
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