<?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>S2739-00632025000202072</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.13840756</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica pedagógica del docente de enfermería: navegando en la literatura científica]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical practice of the nursing teacher: navigating the scientific literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Requelme-Jaramillo]]></surname>
<given-names><![CDATA[Milton Junior]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Román Relica]]></surname>
<given-names><![CDATA[Laura Geanella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Centeno-Sandoval]]></surname>
<given-names><![CDATA[Máxima Argentina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Añazco]]></surname>
<given-names><![CDATA[Alexandra María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camacho-Ramirez]]></surname>
<given-names><![CDATA[Juana del Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[Machala ]]></addr-line>
<country>Ecuador</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=S2739-00632025000202072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000202072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000202072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las universidades deben formar profesionales de enfermería comprometidos con las demandas actuales, siendo esencial la capacitación docente en metodologías activas y tecnología. Este estudio, basado en la revisión de 32 artículos publicados entre 2019 y 2024, analiza la práctica pedagógica del docente de enfermería y los elementos necesarios para su ejercicio con excelencia. Se describen los aspectos fundamentales que constituyen la práctica pedagógica del docente de enfermería. Se utilizaron bases de datos como Scopus, PubMed y Google Académico, y se aplicaron criterios rigurosos de inclusión y exclusión. Los resultados indican una creciente adopción de métodos activos, como el aprendizaje basado en problemas y la simulación, los cuales mejoran el pensamiento crítico y las competencias clínicas de los estudiantes. La simulación se destaca como una herramienta eficaz para el aprendizaje práctico. Sin embargo, la implementación de tecnología educativa, aunque prometedora, enfrenta retos como la falta de recursos, capacitación insuficiente de los docentes y altos costos de adopción. La retroalimentación constructiva y oportuna también fue identificada como un componente clave en el desarrollo académico de los estudiantes. La discusión sugiere que, a pesar de los desafíos identificados, es notable fomentar una cultura institucional que valore la innovación y el desarrollo continuo del personal docente. Finalmente, se concluye que es fundamental invertir en tecnología educativa, mejorar las prácticas de evaluación, y apoyar el desarrollo profesional de los docentes para garantizar una enseñanza de calidad alineada con las demandas del mercado laboral actual en el campo de la enfermería.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Universities must train nursing professionals committed to the current demands, being essential the teaching training in active methodologies and technology. This study, based on the review of 32 articles published between 2019 and 2024, analyzes the pedagogical practice of the nursing teacher and the elements necessary for its exercise with excellence. The fundamental aspects that constitute the pedagogical practice of the nursing teacher are described. Databases such as Scopus, PubMed and Google Scholar were used, and rigorous inclusion and exclusion criteria were applied. The results indicate an increasing adoption of active methods, such as problem-based learning and simulation, which improve students' critical thinking and clinical competencies. Simulation stands out as an effective tool for hands-on learning. However, the implementation of educational technology, although promising, faces challenges such as lack of resources, insufficient teacher training and high adoption costs. Constructive and timely feedback was also identified as a key component in students' academic development. The discussion suggests that, despite the challenges identified, it is notable to foster an institutional culture that values innovation and continuous faculty development. Finally, it is concluded that it is critical to invest in educational technology, improve assessment practices, and support faculty professional development to ensure quality teaching aligned with the demands of the current labor market in the nursing field.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[docentes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[práctica del docente de enfermería]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Nursing faculty]]></kwd>
<kwd lng="en"><![CDATA[nursing faculty practice]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
</kwd-group>
</article-meta>
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