<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000202066</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14004596</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de enseñanza en el practicante de enfermería: Planificación, contenidos y tecnologías]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching strategies for nursing practitioners: Planning, content and technologies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval Aucay]]></surname>
<given-names><![CDATA[Clemencia Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chele Delgado]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Molina]]></surname>
<given-names><![CDATA[Adelaida Narcisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal Milagro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000202066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000202066&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000202066&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En los últimos años, la educación superior ha evolucionado desde el enfoque pedagógico y tecnológico, con la necesidad de alcanzar estándares de calidad en la enseñanza. Bajo esta premisa se desarrolló el presente estudio con la finalidad de caracterizar las estrategias de enseñanza en el practicante de enfermería, a partir de una descripción de la planificación didáctica que emplean los docentes para la preparación de los practicantes de enfermería, la identificación de contenidos pedagógicos y la determinación de las tecnologías educativas para los practicantes de enfermería. Se trató de una revisión sistemática a través de la búsqueda en bases de datos científicas Scielo, Scopus y Web of Science, abordando 58 artículos, de los cuales 31 fueron relevantes en función de los títulos y las dimensiones que correspondía con el tema de estudio. Los resultados indican que la enseñanza en el practicante de enfermería se realiza mediante la planificación de las clases, el ajuste o manejo de los contenidos pedagógicos y la adecuación de las tecnologías, lo que permite concluir que las estrategias de enseñanza son competencias del docente que requieren programación de tareas, métodos didácticos y tecnologías educativas significativas para el perfeccionamiento de las prácticas y el autoaprendizaje de los practicantes de enfermería.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In recent years, higher education has evolved from a pedagogical and technological approach, with the need to achieve quality standards in teaching. Under this premise, the present study was developed with the purpose of characterizing the teaching strategies of nursing practitioners, based on a description of the didactic planning used by teachers to prepare nursing practitioners, the identification of pedagogical contents. and the determination of educational technologies for nursing practitioners. It was a systematic review through a search in scientific databases Scielo, Scopus and Web of Science, addressing 58 articles, of which 31 were relevant based on the titles and dimensions that corresponded to the topic of study. The results indicate that teaching in the nursing practitioner is carried out through the planning of classes, the adjustment or management of pedagogical content and the adaptation of technologies, which allows us to conclude that teaching strategies are teacher competencies that require task scheduling, teaching methods and significant educational technologies for the improvement of practices and self-learning of nursing practitioners.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estrategia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="es"><![CDATA[planificación]]></kwd>
<kwd lng="en"><![CDATA[strategy]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[planning]]></kwd>
</kwd-group>
</article-meta>
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