<?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>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582016000100189</article-id>
<article-id pub-id-type="doi">10.15359/ree.20-1.9</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O exercício reflexivo na aprendizagem clínica: Subsídio para a construção do pensamento em enfermagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflective Practice in the Clinical Learning:Earnings for the Building of the Nursing Thinking]]></article-title>
<article-title xml:lang="es"><![CDATA[La práctica reflexiva en el aprendizaje clínico:Beneficio para la construcción del pensamiento en enfermería]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira-Mendes]]></surname>
<given-names><![CDATA[Anabela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Enfermagem de Lisboa  ]]></institution>
<addr-line><![CDATA[ Lisboa]]></addr-line>
<country>PT</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>189</fpage>
<lpage>211</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582016000100189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582016000100189&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582016000100189&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoEste estudo teve como objetivos perceber: de que modo o exercício reflexivo contribui para a construção do pensamento em enfermagem; e que estratégias ou condições, na aprendizagem clínica, influenciam o exercício reflexivo. Insere-se num paradigma qualitativo, os participantes do estudo foram 23 estudantes dos quatro anos do curso de licenciatura em enfermagem, que realizaram exercícios reflexivos, nos contextos de aprendizagem clínica. A recolha de dados foi realizada por entrevista semiestruturada e narrativa escrita. Submeteu-se o corpusda análise à análise de conteúdo de acordo com Bardin (2011). Constatou-se que, na perspetiva do estudante, o exercício reflexivo, na aprendizagem clínica, quando realizado de modo sistemático e monitorizado pelos orientadores, contribui significativamente para a construção do pensamento em enfermagem. Elencam como condições que influenciam este processo: A Pessoa do estudante; As Estratégias encontradas; O Contexto supervisivo. Concluiu-se que o exercício reflexivo é essencial na aprendizagem clinica, implicando um trabalho efetivo dos atores envolvidos, estudante e orientadores, considerando a responsabilidade assumida no processo formativo. Estes resultados podem subsidiar outros atores nomeadamente na formação pós-graduada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractThe objectives of this study were to understand how reflective exercise contributes to building the nursing thinking and which strategies or conditions may influence the reflection exercise in the clinical learning contexts. As part of a qualitative paradigm, those participating in the study were 23 four-year graduate degree students in nursing, who carried out reflective exercises in the clinical learning settings. Data collection was conducted using a semi-structured interview and narrative writing. The corpus was subjected to content analysis, according to Bardin (2011). From the student body perspective, it was found that clinical learning, when reflective exercise is carried out in a systematic way and monitored by the teachers, significantly contributes to building the nursing thinking. The following conditions influencing this process were identified: the student as a person; the strategies found; and the monitoring context. It has been concluded that performing an effective work with the actors involved, students and mentors, the reflective exercise is essential in clinical learning, considering their responsibility in the training process. These results may support other participants, especially in graduate education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[ResumenLos objetivos de este estudio fueron entender cómo el ejercicio reflexivo contribuye a la construcción del pensamiento en enfermería y qué estrategias o condiciones pueden influir en el ejercicio de reflexión durante el aprendizaje clínico. Parte de un paradigma cualitativo; los participantes del estudio fueron 23 estudiantes del curso de cuatro años de postgrado en enfermería, quienes realizaron ejercicios de reflexión, en los contextos de aprendizaje clínico. La recolección de datos se llevó a cabo mediante una entrevista semiestructurada e escritura narrativa. El corpus se sometió a análisis de contenido, según Bardin (2011). Se constató que en la perspectiva del estudiantado, el aprendizaje clínico cuando se lleva a cabo el ejercicio reflectante, de manera sistemática y monitoreada por el profesorado, contribuye fundamentalmente a la construcción del pensamiento en enfermería. Se identificaron las siguientes condiciones que influyen en este proceso: el estudiante como persona; las estrategias que se encontraron; el contexto de supervisión. Se concluyó que el ejercicio de reflexión es esencial en el aprendizaje clínico; que implica un trabajo efectivo entre sujetos involucrados, y mentores y mentoras del estudiantado, con responsabilidad en el proceso de formación. Estos resultados pueden apoyar a otros entes, especialmente en la formación de postgrado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação em enfermagem]]></kwd>
<kwd lng="pt"><![CDATA[Exercício reflexivo]]></kwd>
<kwd lng="pt"><![CDATA[Estudante de enfermagem]]></kwd>
<kwd lng="en"><![CDATA[Nursing]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="en"><![CDATA[reflective exercise]]></kwd>
<kwd lng="en"><![CDATA[nursing students]]></kwd>
<kwd lng="es"><![CDATA[Enfermería]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[ejercicio reflexivo]]></kwd>
<kwd lng="es"><![CDATA[estudiante de enfermería]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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