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border-bottom:0.75pt solid #000000; padding:4pt 5.= 62pt; vertical-align:top">1</td><td style= =3D"width:41.4%; border-right:0.75pt solid #000000; border-left:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical= -align:top">Valeria Elizabeth Morales Barrera</td><td style=3D"width= :5.14%; border-right:0.75pt solid #000000; border-left:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:to= p">&= #xa0;</td><td style=3D"width:49.12%; border-left:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-ali= gn:top"><a href=3D"https:/= /orcid.org/0000-0002-3247-0897" style=3D"text-decoration:none">https://orcid.org= /0000-0002-3247-0897</a></td></tr><tr style=3D"height:1.2pt"><td= style=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; ver= tical-align:top"> </td><td colspan= =3D"3" style=3D"border-top:0.75pt solid #000000; border-left:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-al= ign:top"><= span>Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= = Maestr=C3=ADa en Pedagog=C3=ADa con Menci=C3=B3n en Formaci=C3=B3n T=C3=A9c= nica y Profesional. <a href=3D"mailto:vmoralesb@ube.edu.ec" style=3D"text-decoration:none"= >vmora= lesb@ube.edu.ec</a>Instituto Superior Universitario El C=C3=B3ndor (= ISUC), Ambato, Ecuador. </td></tr><tr style=3D"height:1.3pt"><td= style=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; ver= tical-align:top">2</td><td style=3D"width= :41.4%; border:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:top= ">Jo= selyn Vanessa Morales Barrera</td><td style=3D"width:5.14%; bord= er:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:top"> </span= ></td><td style=3D"width:49.12%; border-top:0.75pt solid #000000; borde= r-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4p= t 5.62pt; vertical-align:top"><a href=3D"https://orcid.org/0000-0001-8143-4166" style=3D"text-decorat= ion:none">https://orcid.org/0000-0001-8143-4166</a></td></tr><tr><td s= tyle=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; verti= cal-align:top"> </td><td colspan=3D"= 3" style=3D"border-top:0.75pt solid #000000; border-left:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:= top"><span= >Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= Maes= tr=C3=ADa en Pedagog=C3=ADa con Menci=C3=B3n en Formaci=C3=B3n T=C3=A9cnica= y Profesional. <a href=3D"mailto:vmoralesb@ube.edu.ec" style=3D"text-decoration:none"><sp= an class=3D"Hyperlink" style=3D"line-height:115%; font-size:10pt">vmoralesb= @ube.edu.ec</a>Instituto Superior Universitario El C=C3=B3ndor (ISUC= ), Ambato, Ecuador. </td></tr><tr><td style=3D"width:4.34%; bord= er-top:0.75pt solid #000000; border-right:0.75pt solid #000000; padding:4pt= 5.62pt; vertical-align:top">3</td><td colspan=3D"3" style=3D"border= -top:0.75pt solid #000000; border-left:0.75pt solid #000000; padding:4pt 5.= 62pt; vertical-align:top">Ra=C3=BAl Alejandro Montes de Oca Celeiro<= p style=3D"margin-bottom:0pt; line-height:115%"><a href=3D"https://orcid.or= g/0000-0001-8733-9610" style=3D"text-decoration:none">https://orcid.org/0000-0001= -8733-9610</a><= a href=3D"mailto:ramontesdeocac@ube.edu.ec" style=3D"text-decoration:none">= ramont= esdeocac@ube.edu.ec</a></td></tr></table> <table style=3D"width:436.35pt; margin= -bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td colspan=3D"7" s= tyle=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:top"><spa= n style=3D"color:#0000ff"> <= /td><td colspan=3D"3" style=3D"width:253pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top= ">Art=C3=ADculo de Investigaci=C3= =B3n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: </= span>Revisado: Aceptado: = Publicado:DOI: <a href=3D"https://doi.org/10.33= 262/cienciadigital.v9i3.1.3381" style=3D"text-decoration:none"> </a> </td></tr><tr style= =3D"height:3.5pt"><td colspan=3D"7" style=3D"width:161.75pt; padding:0pt 5.= 4pt; vertical-align:top"> </td><td cols= pan=3D"3" style=3D"width:253pt; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </td></tr><tr><td style=3D"width:50.5pt; bo= rder-top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </s= pan><s= pan>C=C3=ADtese: </td><td style=3D"width:4.35pt; border-top:0.75= pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </td><td colspan=3D"6" style=3D"width:343.3pt; border= -top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </span= ><span= 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nal. Copia de la licencia: <a href=3D"https://creativecommons.org/li= censes/by-nc-sa/4.0/deed.es" style=3D"text-decoration:none">https://creativecommons.org/licenses/by-nc-sa/4.0/deed.e= s</a></td><td style=3D"border-bottom:0.75pt solid #000000; paddi= ng:0pt; vertical-align:top"></td><td style=3D"padding:0pt; vertical-align:t= op"></td></tr><tr><td colspan=3D"4" style=3D"width:93.7pt; padding:0pt 5.4p= t; vertical-align:top">Palabras cla= ves: Proyectos integradores; formaci=C3=B3n t=C3=A9cnica en en= fermer=C3=ADa; aplicaci=C3=B3n pr=C3=A1ctica; metodolog=C3=ADas activas; ar= ticulaci=C3=B3n teor=C3=ADa-pr=C3=A1ctica; simulaci=C3=B3n cl=C3=ADnica; IS= UC.</td><td colspan=3D"2" style=3D"width:0.9pt; padding:0pt 5.4p= t; vertical-align:top"> </td><td col= span=3D"3" style=3D"width:305.6pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Resumen In= troducci=C3=B3n. La brecha entre la formaci=C3=B3n te=C3=B3ric= a y la aplicaci=C3=B3n pr=C3=A1ctica en enfermer=C3=ADa t=C3=A9cnica consti= tuye un problema pedag=C3=B3gico cr=C3=ADtico que afecta la calidad del cui= dado en salud. Objetivo. <sp= an>Dise=C3=B1ar una propuesta de estrategia pedag=C3=B3gica basada en proye= ctos integradores para fortalecer la aplicaci=C3=B3n pr=C3=A1ctica de los c= onocimientos en los 26 estudiantes de tecnolog=C3=ADa en enfermer=C3=ADa de= l ISUC de Ambato. Metodolog=C3=ADa.= Se emple=C3=B3 un enfoque mixto predominantemente cualitativo= : un cuestionario de escala Likert (1-5) aplicado a 26 estudiantes de prime= r, segundo y cuarto semestre, y un cuestionario estructurado a 6 docentes d= el programa. Resultados. <sp= an>El 100 % de los estudiantes de los tres semestres valoran los proyectos = integradores como instrumentos efectivos de articulaci=C3=B3n entre la teor= =C3=ADa y la pr=C3=A1ctica. El 100 % de los docentes reporta implementar me= todolog=C3=ADas activas; sin embargo, el 100 % se=C3=B1ala la necesidad urg= ente de mejorar la coordinaci=C3=B3n interdocente y el acceso a simulaci=C3= =B3n cl=C3=ADnica. Conclusi=C3=B3n.= Se dise=C3=B1a una estrategia metodol=C3=B3gica estructurada = en cuatro fases diagn=C3=B3stico participativo, planificaci=C3=B3n colabora= tiva, ejecuci=C3=B3n con simulaci=C3=B3n cl=C3=ADnica y evaluaci=C3=B3n ref= lexiva validada por criterio de especialistas (Delphi simplificado, n =3D 4= ), cuya valoraci=C3=B3n intermedia respalda su pertinencia y coherencia. </= span>=C3=81rea de estudio general: = Educaci=C3=B3n en Ciencias de la Salud. =C3=81rea de estudio espec=C3=ADfica: Formaci=C3=B3= n t=C3=A9cnica en enfermer=C3=ADa; Pedagog=C3=ADa profesional. <span= style=3D"font-weight:bold">Tipo de estudio: Art=C3=ADculo ori= ginal.</td><td style=3D"padding:0pt; vertical-align:top"></td></= tr><tr><td colspan=3D"3" style=3D"width:91.45pt; padding:0pt 5.4pt; vertica= l-align:top">Keywords: Integrative projects; technical nursing edu= cation; practical application; active methodologies= ; theory-practice articulation; clinical simulation; <spa= n>ISUC.</td><td colspan=3D"2" style=3D"width:0.85pt; padding:0pt= 5.4pt; vertical-align:top"> </td><t= d colspan=3D"4" style=3D"width:307.9pt; border-top:0.75pt solid #000000; bo= rder-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; line-height:115%; font-size:12pt">AbstractIntroduction. The gap between theoretical training and pra= ctical application in technical nursing is a critical pedagogical problem a= ffecting the quality of healthcare. Objective. To design a methodological strategy based on integ= rative projects to strengthen the practical application of knowledge among = the 26 students of the Technology in Nursing program at ISUC in Ambato. </s= pan>Methodology. A mixed-meth= ods approach was used: a Likert-scale questionnaire (1-5) applied to 26 stu= dents from the first, second, and fourth semesters, and a structured questi= onnaire administered to 6 faculty members. Results. 100% of students across all three semesters v= alue integrative projects as effective tools for bridging theory and practi= ce. All six teachers report implementing active methodologies; however, 100= % identify an urgent need to improve inter-faculty coordination and access = to clinical simulation. Conclusion.= A four-phase methodological strategy is designed participator= y diagnosis, collaborative planning, clinical simulation implementation, an= d reflective evaluation validated through specialist criterion (simplified = Delphi, n =3D 4), whose intermediate evaluation supports its relevance and = coherence. General Area of Study: <= /span>Health Sciences Education. Specific area of study: Technical nursing education; Profe= ssional pedagogy. Type of study: </= span>Original article.</td><td style=3D"padding:0pt; verti= cal-align:top"></td></tr><tr style=3D"height:0pt"><td style=3D"width:61.3pt= "></td><td style=3D"width:15.15pt"></td><td style=3D"width:25.8pt"></td><td= style=3D"width:2.25pt"></td><td style=3D"width:9.4pt"></td><td style=3D"wi= dth:2.3pt"></td><td style=3D"width:56.35pt"></td><td style=3D"width:258pt">= </td><td style=3D"width:2.05pt"></td><td style=3D"width:3.75pt"></td></tr><= /table><s= pan style=3D"font-weight:bold; color:#767171">1. = Introducci=C3=B3nLa formaci=C3=B3n t=C3=A9cnica en enfermer=C3= =ADa constituye un proceso pedag=C3=B3gico de alta complejidad que exige la= integraci=C3=B3n permanente entre el conocimiento te=C3=B3rico y la compet= encia pr=C3=A1ctica. En el Ecuador, los institutos superiores t=C3=A9cnicos= y tecnol=C3=B3gicos que ofrecen la carrera de tecnolog=C3=ADa en enfermer= =C3=ADa enfrentan el reto de preparar a sus egresados para un sistema de sa= lud p=C3=BAblico que demanda profesionales capaces de actuar con criterio c= l=C3=ADnico, =C3=A9tica del cuidado y trabajo colaborativo (Consejo de Educ= aci=C3=B3n Superior [CES], 2017; Organizaci=C3=B3n Panamericana de la Salud= [OPS], 2026).En el Instituto Superior Universitario El C=C3=B3ndor (ISUC), ubica= do en Ambato capital de la provincia de Tungurahua y uno de los principales= centros hospitalarios de la Sierra Centro del Ecuador, esta tensi=C3=B3n e= ntre saber y saber hacer se manifiesta de manera concreta en el desempe=C3= =B1o de los 26 estudiantes matriculados en el programa de tecnolog=C3=ADa e= n enfermer=C3=ADa. Ambato concentra una red hospitalaria p=C3=BAblica y pri= vada de mediana y alta complejidad que atiende a una poblaci=C3=B3n de apro= ximadamente 380.000 habitantes, con alta prevalencia de enfermedades cr=C3= =B3nico-degenerativas y diversidad socioecon=C3=B3mica, lo que exige t=C3= =A9cnicos de enfermer=C3=ADa preparados para escenarios cl=C3=ADnicos compl= ejos.La evidencia cient=C3=ADfica reciente documenta que la incorpor= aci=C3=B3n de metodolog=C3=ADas activas y en particular de los proyectos in= tegradores permite superar la tradicional fragmentaci=C3=B3n entre la ense= =C3=B1anza te=C3=B3rica y la pr=C3=A1ctica cl=C3=ADnica, fortaleciendo comp= etencias procedimentales, comunicativas y de pensamiento cr=C3=ADtico en lo= s estudiantes de enfermer=C3=ADa (Luna et al., 2023; Smolander et al., 2024= ; Sandoval et al., 2025). Sin embargo, su implementaci=C3=B3n sistem=C3=A1t= ica y contextualizada en programas t=C3=A9cnicos superiores del Ecuador sig= ue siendo limitada, generando brechas entre las expectativas del sector emp= leador y las competencias reales de los egresados (Qui=C3=B1ones et al., 20= 25).El diagn=C3=B3stico realizado en el ISUC evidencia que, si bien = los docentes implementan metodolog=C3=ADas activas, persiste la ausencia de= una estrategia pedag=C3=B3gica articulada que oriente la implementaci=C3= =B3n de proyectos integradores de manera sistematizada, coordinada entre as= ignaturas y vinculada con los escenarios reales de pr=C3=A1ctica preprofesi= onal en los establecimientos del Ministerio de Salud P=C3=BAblica (MSP) de Tungurahua.</= span><= span>El presente art=C3=ADculo tiene por objetivo dise=C3=B1ar una propuest= a de estrategia pedag=C3=B3gica basada en proyectos integradores, a partir = de un diagn=C3=B3stico emp=C3=ADrico con los 26 estudiantes y los 6 docente= s del ISUC de Ambato, para fortalecer la aplicaci=C3=B3n pr=C3=A1ctica de l= os conocimientos te=C3=B3ricos en la carrera de tecnolog=C3=ADa en enfermer= =C3=ADa.1.1.<span= style=3D"font-style:italic"> Planteamiento del problemaEl problema = central identificado en el ISUC radica en la ausencia de una estrategia ped= ag=C3=B3gica institucionalizada que articule de manera sistem=C3=A1tica los= conocimientos te=C3=B3ricos con la pr=C3=A1ctica cl=C3=ADnica a trav=C3=A9= s de proyectos integradores. Los 26 estudiantes del programa de tecnolog=C3= =ADa en enfermer=C3=ADa reportan que, pese a percibir utilidad en los conte= nidos te=C3=B3ricos, la transposici=C3=B3n de esos saberes a situaciones cl= =C3=ADnicas reales y bajo presi=C3=B3n asistencial les resulta la principal= dificultad formativa. Los docentes, por su parte, identifican como limitan= tes estructurales la falta de coordinaci=C3=B3n interdocente para articular= proyectos que integren m=C3=A1s de una asignatura, y la insuficiencia de r= ecursos de simulaci=C3=B3n cl=C3=ADnica.Esta situaci=C3=B3n se inscr= ibe en un problema m=C3=A1s amplio documentado en la literatura latinoameri= cana: la persistente brecha entre la formaci=C3=B3n te=C3=B3rica y el desem= pe=C3=B1o cl=C3=ADnico en programas t=C3=A9cnicos de enfermer=C3=ADa, agudi= zada por la pandemia de COVID-19 que evidenci=C3=B3 la urgencia de adaptar = las metodolog=C3=ADas de ense=C3=B1anza a contextos cambiantes e impredecib= les (Mel=C3=A9ndez, 2020; OPS, 2026).1.2. Supuesto de inve= stigaci=C3=B3nLa implementaci=C3=B3n de una estrategia pedag=C3=B3gi= ca basada en proyectos integradores, dise=C3=B1ada de manera participativa = con docentes y estudiantes del ISUC y contextualizada al entorno asistencia= l de Ambato, fortalecer=C3=A1 la articulaci=C3=B3n entre la teor=C3=ADa y l= a pr=C3=A1ctica cl=C3=ADnica, mejorando el desempe=C3=B1o competencial de l= os estudiantes de tecnolog=C3=ADa en enfermer=C3=ADa en sus pr=C3=A1cticas = preprofesionales en los establecimientos del MSP de Tungurahua.<= p class=3D"ListParagraph" style=3D"margin-left:36pt; margin-bottom:0pt; tex= t-indent:-18pt; text-align:left; line-height:115%; font-size:12pt"><s= pan style=3D"font-style:italic">1.3. Fundamentos epistemol=C3=B3gicosLa investigaci=C3=B3n se s= ustenta en cuatro corrientes te=C3=B3ricas que, articuladas, fundamentan la= propuesta pedag=C3=B3gica. Desde el constructivismo piagetiano (Piaget, 19= 72), el aprendizaje es un proceso activo de construcci=C3=B3n cognitiva que= requiere la confrontaci=C3=B3n del sujeto con situaciones reales. El apren= dizaje significativo de Ausubel (1980) postula que el conocimiento nuevo se= consolida cuando se vincula sustancialmente con las estructuras cognitivas= previas del aprendiz; en el contexto del ISUC, esto implica conectar los s= aberes disciplinares con los problemas cl=C3=ADnicos reales del entorno hos= pitalario de Tungurahua. El aprendizaje experiencial de Kolb (1984) estable= ce un ciclo integrador experiencia concreta, observaci=C3=B3n reflexiva, co= nceptualizaci=C3=B3n abstracta y experimentaci=C3=B3n activa congruente con= la l=C3=B3gica de los proyectos integradores, que llevan al estudiante a a= ctuar, reflexionar y reconceptualizar en un proceso continuo de mejora comp= etencial. Finalmente, el enfoque socioformativo de Tob=C3=B3n (2013) orient= a la formaci=C3=B3n hacia el desarrollo integral de competencias cognitivas= , procedimentales y actitudinales para el ejercicio =C3=A9tico y eficaz de = la enfermer=C3=ADa t=C3=A9cnica.La articulaci=C3=B3n de estas cuatro= corrientes no es aditiva sino sin=C3=A9rgica: el constructivismo fundament= a la necesidad de actividad del estudiante; el aprendizaje significativo ju= stifica la contextualizaci=C3=B3n cl=C3=ADnica; el ciclo de Kolb (1984) pro= vee la estructura procesual del proyecto integrador; y el enfoque por compe= tencias delimita los resultados de aprendizaje esperados en el perfil del e= gresado t=C3=A9cnico en enfermer=C3=ADa del ISUC.1.4. Los = proyectos integradores en la formaci=C3=B3n t=C3=A9cnica de enfermer=C3=ADa= Los proyectos integradores son dispositivos pedag=C3=B3gicos que art= iculan conocimientos de diversas asignaturas en torno a la resoluci=C3=B3n = de un problema real o simulado del campo profesional (Baque et al., 2020). = En el contexto ecuatoriano, el Proyecto Integrador de Saberes (PIS) tiene una connotaci= =C3=B3n curricular espec=C3=ADfica definida por el CES (2017) como estrateg= ia de integraci=C3=B3n horizontal del curr=C3=ADculo; se distingue conceptu= almente del Proyecto Formativo propuesto por Luna & Tob=C3=B3n (2021) c= entrado en el desarrollo de competencias complejas mediante la resoluci=C3= =B3n de problemas del contexto real y del Aprendizaje Basado en Proyectos (ABP) de tradi= ci=C3=B3n anglosajona (Kilpatrick, 1918), orientado fundamentalmente al pro= ceso de indagaci=C3=B3n colaborativa. En este trabajo, el t=C3=A9rmino "pro= yecto integrador" se emplea en el sentido de dispositivo pedag=C3=B3gico ar= ticulador de saberes, congruente con el marco normativo del CES y con el en= foque socioformativo (Luna & Tob=C3=B3n, 2021). Su eficacia en la forma= ci=C3=B3n t=C3=A9cnica en enfermer=C3=ADa fue documentada ampliamente en la= literatura reciente.Luna et al. (2023) reportan que las metodolog= =C3=ADas activas, incluyendo los proyectos integradores, favorecen la adqui= sici=C3=B3n de competencias pr=C3=A1cticas mediante la interacci=C3=B3n con= stante con problemas cl=C3=ADnicos contextualizados, desarrollando pensamie= nto cr=C3=ADtico y reflexivo para la resoluci=C3=B3n de situaciones complej= as en el =C3=A1mbito hospitalario. Sandoval et al. (2025) subrayan que la p= reparaci=C3=B3n pedag=C3=B3gica de los docentes cl=C3=ADnicos y el uso de m= =C3=A9todos innovadores son determinantes en el =C3=A9xito de los proyectos= integradores. Smolander et al. (2024) introducen la metodolog=C3=ADa Smart= Nurse, que combina tecnolog=C3=ADas digitales con aprendizaje activo para f= ortalecer la integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica en enfermer=C3=ADa,= mejorando la confianza y preparaci=C3=B3n profesional del estudiantado.</s= pan><s= pan>Qui=C3=B1ones et al. (2025) y Araya & Sotomayor (2025) a=C3=B1aden = que los proyectos integradores en formaci=C3=B3n t=C3=A9cnica superior mejo= ran el =C3=ADndice de retenci=C3=B3n estudiantil y reducen la brecha entre = las expectativas del empleador y las competencias reales de los egresados. = En la misma l=C3=ADnea, V=C3=A1squez et al. (2023) se=C3=B1alan que la inte= graci=C3=B3n curricular de estrategias para el desarrollo de habilidades en= pr=C3=A1ctica basada en la evidencia fortalece la autonom=C3=ADa y el juic= io cl=C3=ADnico del estudiantado de enfermer=C3=ADa. Desde la tradici=C3=B3= n did=C3=A1ctica latinoamericana, =C3=81lvarez (1999) conceptualiza el proc= eso docente-educativo como un sistema de relaciones entre los componentes o= bjetivo, contenido, m=C3=A9todo, medios, formas y evaluaci=C3=B3n, cuya fun= ci=C3=B3n integradora resulta plenamente operativa en los proyectos integra= dores. Addine (2004) profundiza en la did=C3=A1ctica como ciencia que funda= menta la direcci=C3=B3n del proceso de ense=C3=B1anza-aprendizaje, destacan= do el papel del docente como mediador entre el objeto de estudio y el estud= iante en formaci=C3=B3n. Asimismo, el Dise=C3=B1o Universal para el Aprendi= zaje (DUA) (Cast.org., 2018), aporta un marco operativo complementario al e= nfoque socioformativo y para el desarrollo de la simulaci=C3=B3n cl=C3=ADni= ca de alta fidelidad se adoptan los est=C3=A1ndares (INACSL Standards Commi= ttee et al., 2021).= 2. Metodolog=C3=ADaSe adopt=C3=B3 un enfoqu= e mixto predominantemente cualitativo, inscrito en el paradigma interpretat= ivo-constructivista (Hern=C3=A1ndez et al., 2014; Romero, 2025). El tipo de= investigaci=C3=B3n es descriptivo-exploratorio, de campo e institucional, = con finalidad aplicada: generar una propuesta pedag=C3=B3gica transferible = a programas t=C3=A9cnicos de enfermer=C3=ADa similares. La investigaci=C3= =B3n no es de revisi=C3=B3n bibliogr=C3=A1fica sino un estudio emp=C3=ADric= o-propositivo: a partir del diagn=C3=B3stico de campo se elabora una propue= sta de estrategia metodol=C3=B3gica sustentada en los datos recogidos direc= tamente en el ISUC.La poblaci=C3=B3n del estudio comprende la totali= dad de los actores del programa de tecnolog=C3=ADa en enfermer=C3=ADa del I= SUC de Ambato: 26 estudiantes distribuidos en tres semestres activos (11 de= primer semestre, 7 de segundo semestre y 8 de cuarto semestre) y 6 docente= s del =C3=A1rea de enfermer=C3=ADa y ciencias de la salud. Dado el tama=C3= =B1o reducido y delimitado de la poblaci=C3=B3n, se aplic=C3=B3 un censo po= blacional, eliminando el margen de error muestral (Arias, 2012). La distrib= uci=C3=B3n por g=C3=A9nero en el conjunto estudiantil es de 22 mujeres (84,= 6 %) y 4 hombres (15,4 %), con edades entre 20 y 24 a=C3=B1os. Los 6 docent= es poseen titulaci=C3=B3n de cuarto nivel y experiencia en asignaturas con = componente te=C3=B3rico-pr=C3=A1ctico; el 50 % (3 de 6) recibi=C3=B3 formac= i=C3=B3n pedag=C3=B3gica formal y el 83,3 % (5 de 6) participo previamente = en el dise=C3=B1o o implementaci=C3=B3n de proyectos integradores.</= p><span= >2.1. InstrumentosSe dise=C3=B1aron y aplicaron dos instrumen= tos originales:Cuestionario para estudian= tes: escala Likert de 5 niveles (1 =3D Nunca; 5 =3D Siempre), = organizado en cuatro secciones: (A) Integraci=C3=B3n teor=C3=ADa-pr=C3=A1ct= ica en la formaci=C3=B3n (6 =C3=ADtems); (B) Competencias del cuidado de en= fermer=C3=ADa bienestar, seguridad cl=C3=ADnica y autonom=C3=ADa del pacien= te (12 =C3=ADtems); (C) Proyectos integradores en la formaci=C3=B3n (8 =C3= =ADtems); y (D) Dificultades y sugerencias (2 preguntas abiertas). El cuest= ionario fue aplicado a los 26 estudiantes, organizados en tres grupos semes= tre.Cuestionario para docentes: <s= pan>instrumento mixto organizado en cuatro secciones: (0) Datos generales d= el docente; (A.1) Estrategias centradas en el estudiante (6 =C3=ADtems Like= rt); (A.2) Estrategias tradicionales centradas en el docente (3 =C3=ADtems = Likert); (B) Proyectos integradores dise=C3=B1o, coordinaci=C3=B3n, evaluac= i=C3=B3n y recursos (8 =C3=ADtems Likert); y (C) Preguntas abiertas sobre b= arreras, necesidades de formaci=C3=B3n docente y recomendaciones para mejor= ar la articulaci=C3=B3n teor=C3=ADa-pr=C3=A1ctica.Los instrumentos f= ueron sometidos a un proceso de validaci=C3=B3n en dos etapas. En la primer= a etapa, se realiz=C3=B3 la validaci=C3=B3n por juicio de expertos: cuatro = especialistas con formaci=C3=B3n de cuarto nivel en pedagog=C3=ADa de la fo= rmaci=C3=B3n t=C3=A9cnica y/o en ciencias de la salud evaluaron cada =C3=AD= tem seg=C3=BAn los criterios de claridad, pertinencia y coherencia, utiliza= ndo una escala de 1 a 4. El Coeficiente V de Aiken calculado para el conjun= to de =C3=ADtems arroj=C3=B3 valores entre 0,81 y 1,00, superando el umbral= m=C3=ADnimo de 0,75 recomendado en la literatura (Aiken, 1985), lo que acr= edita la validez de contenido de los instrumentos. Dado el tama=C3=B1o redu= cido de la muestra (N =3D 26 estudiantes), el an=C3=A1lisis de fiabilidad m= ediante el coeficiente alfa de Cronbach tiene limitaciones estad=C3=ADstica= s; no obstante, se calcul=C3=B3 con finalidad descriptiva, obteniendo un = =CE=B1 =3D 0,79 para el cuestionario estudiantil, valor que indica consiste= ncia interna aceptable para una escala exploratoria (George & Mallery, = 2003).2.2. ProcedimientoEl levantamiento de datos s= e realiz=C3=B3 durante el mes de marzo de 2025, en el marco del ciclo acad= =C3=A9mico 2024-2025 del ISUC. Los tres semestres activos (1=C2=B0, 2=C2=B0= y 4=C2=B0) fueron seleccionados porque constituyen la totalidad de los gru= pos matriculados en el programa de tecnolog=C3=ADa en enfermer=C3=ADa duran= te ese per=C3=ADodo. La recolecci=C3=B3n de datos se realiz=C3=B3 en los si= guientes pasos: (1) presentaci=C3=B3n del estudio y obtenci=C3=B3n de conse= ntimiento informado escrito de todos los participantes, con garant=C3=ADa d= e anonimizaci=C3=B3n de los datos estudiantiles mediante c=C3=B3digos alfan= um=C3=A9ricos; (2) aplicaci=C3=B3n simult=C3=A1nea de los cuestionarios a l= os tres grupos de estudiantes en sus respectivas aulas, durante sesiones de= 30 minutos; (3) aplicaci=C3=B3n individual del cuestionario docente a los = 6 profesores del programa; (4) sistematizaci=C3=B3n y an=C3=A1lisis de los = datos cuantitativos mediante estad=C3=ADstica descriptiva; (5) an=C3=A1lisi= s de contenido de las respuestas abiertas mediante codificaci=C3=B3n abiert= a (Strauss & Corbin, 1998). Las categor=C3=ADas emergentes fueron: D1 (= dificultad en la aplicaci=C3=B3n bajo presi=C3=B3n), D2 (demanda de simulac= i=C3=B3n), C1 (heterogeneidad de conocimientos), C2 (necesidad de formaci= =C3=B3n docente en simulaci=C3=B3n) y C3 (mejora de coordinaci=C3=B3n inter= docente). La triangulaci=C3=B3n empleada es de tipo metodol=C3=B3gico (Denz= in, 1978). El estudio cont=C3=B3 con el aval de la direcci=C3=B3n acad=C3= =A9mica del ISUC y de la tutor=C3=ADa de la Universidad Bolivariana del Ecu= ador.3.</spa= n> ResultadosEn este apartado se presentan los resultados= obtenidos mediante la aplicaci=C3=B3n de los dos instrumentos descritos en= la metodolog=C3=ADa. En primer lugar, se caracteriza a la poblaci=C3=B3n e= studiantil; a continuaci=C3=B3n, se exponen los resultados del cuestionario= estudiantil en sus secciones de integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica= , competencias del cuidado de enfermer=C3=ADa y percepci=C3=B3n sobre los p= royectos integradores, junto con las respuestas abiertas sobre dificultades= y sugerencias; finalmente, se presentan los hallazgos del cuestionario doc= ente. Los datos cuantitativos se sistematizan en tablas de frecuencias por = semestre y las respuestas cualitativas se organizan seg=C3=BAn las categor= =C3=ADas emergentes del an=C3=A1lisis de contenido.3.1. Ca= racterizaci=C3=B3n de la poblaci=C3=B3n estudiantilLos 26 estudiante= s del programa de tecnolog=C3=ADa en enfermer=C3=ADa del ISUC se distribuye= n en tres semestres activos. La Tab= la 1 resume las caracter=C3=ADsticas demogr=C3=A1ficas y de pa= rticipaci=C3=B3n en pr=C3=A1cticas preprofesionales.Tabla 1Caracterizaci=C3=B3n demogr=C3=A1fica de= los estudiantes del programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC A= mbato, 2025<table style=3D"width:100%; margin-bottom:0pt; paddin= g:0pt; border-collapse:collapse"><tr><td style=3D"width:24.9%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Semestre</td><td style=3D"widt= h:18.68%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">N Estudiantes</span= ></td><td style=3D"width:14.52%; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Femenino</td><td style=3D"width:14.52%; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; verti= cal-align:top">Masculino</td><td style=3D"width:2= 7.38%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:4pt 6pt; vertical-align:top">Pr=C3=A1cticas Preprof= esionales</td></tr><tr><td style=3D"width:24.9%; border-top:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">Primer = semestre</td><td style=3D"width:18.68%; border-top:0.75pt solid = #000000; padding:4pt 6pt; vertical-align:top">11<= /td><td style=3D"width:14.52%; border-top:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">9</td><td style=3D"widt= h:14.52%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">2</td><td style=3D"width:27.38%; border-top:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">S= =C3=AD (MSP)</td></tr><tr><td style=3D"width:24.9%; padding:4pt = 6pt; vertical-align:top">Segundo semestre</td><td s= tyle=3D"width:18.68%; padding:4pt 6pt; vertical-align:top">7= </td><td style=3D"width:14.52%; padding:4pt 6pt; vertical-align:= top">6</td><td style=3D"width:14.52%; padding:4pt= 6pt; vertical-align:top">1</td><td style=3D"widt= h:27.38%; padding:4pt 6pt; vertical-align:top">S=C3=AD (MSP)= </td></tr><tr><td style=3D"width:24.9%; padding:4pt 6pt; vertica= l-align:top">Cuarto semestre</td><td style=3D"width= :18.68%; padding:4pt 6pt; vertical-align:top">8</= td><td style=3D"width:14.52%; padding:4pt 6pt; vertical-align:top">7</td><td style=3D"width:14.52%; padding:4pt 6pt; vertica= l-align:top">1</td><td style=3D"width:27.38%; pad= ding:4pt 6pt; vertical-align:top">S=C3=AD (MSP)</= td></tr><tr><td style=3D"width:24.9%; border-bottom:0.75pt solid #000000; p= adding:4pt 6pt; vertical-align:top">TOTAL</td><td s= tyle=3D"width:18.68%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; = vertical-align:top">26</td><td style=3D"width:14.= 52%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:to= p">22 (84,6%)</td><td style=3D"width:14.52%; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">4 (15,4%)</td><td style=3D"width:27.38%; border-bottom:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">2= 6 (100%)</td></tr></table>Nota: datos del estudio ISUC Ambato, 2025.El 100 % de los estudiantes realiza sus p= r=C3=A1cticas preprofesionales en establecimientos del Ministerio de Salud = P=C3=BAblica (MSP) de Tungurahua, con edades que oscilan entre 20 y 24 a=C3= =B1os.3.2. Integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica: per= cepci=C3=B3n estudiantilLa secci=C3=B3n A del cuestionario estudiant= il explora la percepci=C3=B3n de los estudiantes sobre la articulaci=C3=B3n= entre la formaci=C3=B3n te=C3=B3rica y la pr=C3=A1ctica cl=C3=ADnica. La <= /span>Tabla 2 sistematiza los= resultados por =C3=ADtem y semestre. Los datos muestran que la gran mayor= =C3=ADa de los estudiantes, en los tres semestres, valoran positivamente la= utilidad de los conocimientos te=C3=B3ricos para las pr=C3=A1cticas (opcio= nes 4 y 5). El =C3=ADtem A5, referido a la dificultad para aplicar procedim= ientos aprendidos solo te=C3=B3ricamente, registra las respuestas m=C3=A1s = concentradas en la opci=C3=B3n 2 (pocas veces). El =C3=ADtem A4 registra la= s respuestas m=C3=A1s favorables en todos los semestres, evidenciando que l= os docentes del ISUC relacionan con frecuencia o siempre los contenidos te= =C3=B3ricos con casos cl=C3=ADnicos.<s= pan style=3D"font-weight:bold">Tabla 2Resultados de la Secci=C3=B3n A - Integraci=C3=B3n teor=C3= =ADa-pr=C3=A1ctica, por semestre <table style=3D"width:98.36%; m= argin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"w= idth:58.22%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:4pt 6pt; vertical-align:top">=C3=8Dtem<= /p></td><td style=3D"width:7.88%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 1 </td><td style=3D"width:6.42%; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">2 </td><td style=3D"width:4.8%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">3 </td><td style=3D"width:6.42%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">4 </td><td style= =3D"width:5.02%; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:4pt 6pt; vertical-align:top">5 = </td><td style=3D"width:11.24%; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><spa= n>Semestre</td></tr><tr><td style=3D"width:58.22%; border-top:0.= 75pt solid #000000; padding:4pt 6pt; vertical-align:top">A1. Co= nocimientos te=C3=B3ricos =C3=BAtiles en pr=C3=A1cticas</td><td = style=3D"width:7.88%; border-top:0.75pt solid #000000; padding:4pt 6pt; ver= tical-align:top">=E2=97=8B</td><td style=3D"width:= 6.42%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.8%; border-to= p:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; border-top:0.75pt solid = #000000; padding:4pt 6pt; vertical-align:top">4</t= d><td style=3D"width:5.02%; border-top:0.75pt solid #000000; padding:4pt 6p= t; vertical-align:top">7</td><td style=3D"width:11= .24%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"= >1=C2=B0</td></tr><tr><td style=3D"width:58.22%; p= adding:4pt 6pt; vertical-align:top">A1. Conocimientos te=C3=B3r= icos =C3=BAtiles en pr=C3=A1cticas</td><td style=3D"width:7.88%;= padding:4pt 6pt; vertical-align:top">=E2=97=8B</t= d><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">2</td= ><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><sp= an>5</td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-al= ign:top">2=C2=B0</td></tr><tr><td style=3D"width:5= 8.22%; padding:4pt 6pt; vertical-align:top">A1. Conocimientos t= e=C3=B3ricos =C3=BAtiles en pr=C3=A1cticas</td><td style=3D"widt= h:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:6.42%; padding:4pt 6pt; vertical-align:top">2</= p></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">9</td><td style=3D"width:11.24%; padding:4pt 6pt; verti= cal-align:top">4=C2=B0</td></tr><tr><td style=3D"w= idth:58.22%; padding:4pt 6pt; vertical-align:top">A2. Relaciona= contenidos de asignaturas en situaciones cl=C3=ADnicas</td><td = style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertica= l-align:top">=E2=97=8B</td><td style=3D"width:4.8%= ; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= 5</td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-= align:top">6</td><td style=3D"width:11.24%; paddin= g:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><t= r><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><s= pan>A2. Relaciona contenidos de asignaturas en situaciones cl=C3=ADnicas</s= pan></td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top"= >=E2=97=8B</td><td style=3D"width:6.42%; padding:4= pt 6pt; vertical-align:top">=E2=97=8B</td><td styl= e=3D"width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">3</td><td style=3D"width:5.02%; padding:4pt= 6pt; vertical-align:top">4</td><td style=3D"width= :11.24%; padding:4pt 6pt; vertical-align:top">2=C2=B0<= /p></td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align= :top">A2. Relaciona contenidos de asignaturas en situaciones cl= =C3=ADnicas</td><td style=3D"width:7.88%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:6.= 42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</p= ></td><td style=3D"width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; = vertical-align:top">3</td><td style=3D"width:5.02%= ; padding:4pt 6pt; vertical-align:top">5</td><td s= tyle=3D"width:11.24%; padding:4pt 6pt; vertical-align:top">4= =C2=B0</td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; = vertical-align:top">A3. Coherencia aula-centros de salud= </td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top= ">3</td><td style=3D"width:5.02%; padding:4pt 6pt;= vertical-align:top">8</td><td style=3D"width:11.2= 4%; padding:4pt 6pt; vertical-align:top">1=C2=B0</= td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"= >A3. Coherencia aula-centros de salud</td><td style= =3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.8%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">2= </td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:t= op">5</td><td style=3D"width:11.24%; padding:4pt 6= pt; vertical-align:top">2=C2=B0</td></tr><tr><td s= tyle=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A3. = Coherencia aula-centros de salud</td><td style=3D"width:7.88%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; vertic= al-align:top">=E2=97=8B</td><td style=3D"width:6.4= 2%; padding:4pt 6pt; vertical-align:top">2</td><td= style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">6= </td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-align:= top">4=C2=B0</td></tr><tr><td style=3D"width:58.22= %; padding:4pt 6pt; vertical-align:top">A4. Docentes relacionan= teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"width:7.88= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">1</td= ><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><sp= an>10</td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-a= lign:top">1=C2=B0</td></tr><tr><td style=3D"width:= 58.22%; padding:4pt 6pt; vertical-align:top">A4. Docentes relac= ionan teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"width= :7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:6.42%; padding:4pt 6pt; vertical-align:top">1</p= ></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">6</td><td style=3D"width:11.24%; padding:4pt 6pt; vertic= al-align:top">2=C2=B0</td></tr><tr><td style=3D"wi= dth:58.22%; padding:4pt 6pt; vertical-align:top">A4. Docentes r= elacionan teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"w= idth:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</s= pan></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"= >=E2=97=8B</td><td style=3D"width:4.8%; padding:4p= t 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:6.42%; padding:4pt 6pt; vertical-align:top">1</span= ></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">7</td><td style=3D"width:11.24%; padding:4pt 6pt; ve= rtical-align:top">4=C2=B0</td></tr><tr><td style= =3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A5. Difi= cultad al aplicar procedimientos solo te=C3=B3ricos</td><td styl= e=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">10</td><td style=3D"width:4.8%; padding:4pt= 6pt; vertical-align:top">1</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:11.24%; padding:4pt = 6pt; vertical-align:top">1=C2=B0</td></tr><tr><td = style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A5.= Dificultad al aplicar procedimientos solo te=C3=B3ricos</td><td= style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertica= l-align:top">6</td><td style=3D"width:4.8%; paddin= g:4pt 6pt; vertical-align:top">1</td><td style=3D"= width:6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:11.24%; padding= :4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr= ><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><s= pan>A5. Dificultad al aplicar procedimientos solo te=C3=B3ricos<= /td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">7</td><td style=3D"width:4.8%; = padding:4pt 6pt; vertical-align:top">1</td><td sty= le=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-a= lign:top">=E2=97=8B</td><td style=3D"width:11.24%;= padding:4pt 6pt; vertical-align:top">4=C2=B0</td>= </tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:left; line-height:115%; font-size:9= pt">A6. Pr=C3=A1cticas consolidan conceptos te=C3=B3ricos<= /td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">2</td><td style=3D"width:5.02%; padding:4pt 6pt; vert= ical-align:top">9</td><td style=3D"width:11.24%; p= adding:4pt 6pt; vertical-align:top">1=C2=B0</td></= tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A6. Pr=C3=A1cticas consolidan conceptos te=C3=B3ricos</t= d><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">1</td><td style=3D"width:5.02%; padding:4pt 6pt; vert= ical-align:top">6</td><td style=3D"width:11.24%; p= adding:4pt 6pt; vertical-align:top">2=C2=B0</td></= tr><tr><td style=3D"width:58.22%; border-bottom:0.75pt solid #000000; paddi= ng:4pt 6pt; vertical-align:top">A6. Pr=C3=A1cticas consolidan c= onceptos te=C3=B3ricos</td><td style=3D"width:7.88%; border-bott= om:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:6.42%; border-bottom:0.75pt so= lid #000000; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.8%; border-bottom:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:6.42%; border-bottom:0.75pt solid #000000; padding:4pt = 6pt; vertical-align:top">1</td><td style=3D"width:= 5.02%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">7</td><td style=3D"width:11.24%; border-botto= m:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 4=C2=B0</td></tr></table>Nota: =E2=97=8B =3D 0 = respuestas. N =3D 26 estudiantes; escala Likert 1-5 (1 nunca; 2 pocas veces= ; 3 a veces; 4 frecuentemente; 5 siempre).3.3. Competencia= s del cuidado de enfermer=C3=ADaLa Secci=C3=B3n B eval=C3=BAa tres d= imensiones del cuidado: bienestar del paciente, seguridad cl=C3=ADnica y au= tonom=C3=ADa del paciente y pensamiento cr=C3=ADtico. Las competencias de l= a dimensi=C3=B3n bienestar y seguridad cl=C3=ADnica, muestran los valores m= =C3=A1s altos: el 100 % de los estudiantes de primer semestre y porcentajes= equivalentes en segundo y cuarto reportan aplicar siempre el protocolo de = verificaci=C3=B3n de los cinco correctos y preocuparse por el confort del p= aciente. La Tabla 3 pr= esenta los resultados de los =C3=ADtems m=C3=A1s representativos.</p= >Tabla 3<= /p>Resultados seleccionados de l= a Secci=C3=B3n B - Competencias del cuidado, por semestre<table = style=3D"width:102.04%; margin-bottom:0pt; padding:0pt; border-collapse:col= lapse"><tr><td style=3D"width:63.72%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">=C3=8Dtem / Competencia</td><td style=3D"width:7.32%; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 4pt 6pt; vertical-align:top">1</td><td style=3D"wi= dth:4.7%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">2</td><td= style=3D"width:4.32%; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:4pt 6pt; vertical-align:top">3</span= ></td><td style=3D"width:4.72%; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 4</td><td style=3D"width:4.84%; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">5</td><td style=3D"width:10.38%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Semestre</td></tr><tr><td style= =3D"width:63.72%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">B1.1. Confort f=C3=ADsico del paciente (Bienestar)= </td><td style=3D"width:7.32%; border-top:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:4.7%; border-top:0.75pt solid #000000; padding:4pt 6pt;= vertical-align:top">=E2=97=8B</td><td style=3D"wi= dth:4.32%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">=E2=97=8B</td><td style=3D"width:4.72%; bord= er-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; border-top:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">11= </td><td style=3D"width:10.38%; border-top:0.75pt solid #000000; paddin= g:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><t= r><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><s= pan>B1.1. Confort f=C3=ADsico del paciente (Bienestar)</td><td s= tyle=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.32%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; verti= cal-align:top">7</td><td style=3D"width:10.38%; pa= dding:4pt 6pt; vertical-align:top">2=C2=B0</td></t= r><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top">B1.1. Confort f=C3=ADsico del paciente (Bienestar)</td><t= d style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical= -align:top">=E2=97=8B</td><td style=3D"width:4.32%= ; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; v= ertical-align:top">8</td><td style=3D"width:10.38%= ; padding:4pt 6pt; vertical-align:top">4=C2=B0</td= ></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:left; line-height:115%; font-size:= 9pt">B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)= </td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.7%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top= ">3</td><td style=3D"width:4.84%; padding:4pt 6pt;= vertical-align:top">8</td><td style=3D"width:10.3= 8%; padding:4pt 6pt; vertical-align:top">1=C2=B0</= td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"= >B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)</spa= n></td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:9pt">=E2=97=8B</td><td style=3D"width:4.7%; padding:4pt = 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-alig= n:top">2</td><td style=3D"width:4.84%; padding:4pt= 6pt; vertical-align:top">5</td><td style=3D"width= :10.38%; padding:4pt 6pt; vertical-align:top">2=C2=B0<= /p></td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align= :top">B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)= </td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:t= op">=E2=97=8B</td><td style=3D"width:4.7%; padding= :4pt 6pt; vertical-align:top">=E2=97=8B</td><td st= yle=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-a= lign:top">2</td><td style=3D"width:4.84%; padding:= 4pt 6pt; vertical-align:top">6</td><td style=3D"wi= dth:10.38%; padding:4pt 6pt; vertical-align:top">4=C2=B0</spa= n></td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-al= ign:top">B2.3. Verificaci=C3=B3n cinco correctos (Seguridad Cl= =C3=ADnica)</td><td style=3D"width:7.32%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 7%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.72%; padding:4pt 6pt; = vertical-align:top">=E2=97=8B</td><td style=3D"wid= th:4.84%; padding:4pt 6pt; vertical-align:top">11<= /td><td style=3D"width:10.38%; padding:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><tr><td style=3D"width:63.72%; padding:4= pt 6pt; vertical-align:top">B2.3. Verificaci=C3=B3n cinco corre= ctos (Seguridad Cl=C3=ADnica)</td><td style=3D"width:7.32%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:4.7%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.32%; padding:4pt 6pt; vertica= l-align:top">=E2=97=8B</td><td style=3D"width:4.72= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:4.84%; padding:4pt 6pt; vertical-align:top">= 7</td><td style=3D"width:10.38%; padding:4pt 6pt; vertical= -align:top">2=C2=B0</td></tr><tr><td style=3D"widt= h:63.72%; padding:4pt 6pt; vertical-align:top">B2.3. Verificaci= =C3=B3n cinco correctos (Seguridad Cl=C3=ADnica)</td><td style= =3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-align= :top">=E2=97=8B</td><td style=3D"width:4.32%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; vertica= l-align:top">8</td><td style=3D"width:10.38%; padd= ing:4pt 6pt; vertical-align:top">4=C2=B0</td></tr>= <tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><= span>B3.2. B=C3=BAsqueda de informaci=C3=B3n ante situaci=C3=B3n desconocid= a (Autonom=C3=ADa)</td><td style=3D"width:7.32%; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.7%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</sp= an></td><td style=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.72%; padding:4p= t 6pt; vertical-align:top">1</td><td style=3D"widt= h:4.84%; padding:4pt 6pt; vertical-align:top">10</= td><td style=3D"width:10.38%; padding:4pt 6pt; vertical-align:top">= 1=C2=B0</td></tr><tr><td style=3D"width:63.72%; padding:4p= t 6pt; vertical-align:top">B3.2. B=C3=BAsqueda de informaci=C3= =B3n ante situaci=C3=B3n desconocida (Autonom=C3=ADa)</td><td st= yle=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.32%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top"><spa= n>1</td><td style=3D"width:4.84%; padding:4pt 6pt; vertical-alig= n:top">6</td><td style=3D"width:10.38%; padding:4p= t 6pt; vertical-align:top">2=C2=B0</td></tr><tr><t= d style=3D"width:63.72%; border-bottom:0.75pt solid #000000; padding:4pt 6p= t; vertical-align:top">B3.2. B=C3=BAsqueda de informaci=C3=B3n = ante situaci=C3=B3n desconocida (Autonom=C3=ADa)</td><td style= =3D"width:7.32%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 7%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.32%; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.72%; border-bottom:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">1</spa= n></td><td style=3D"width:4.84%; border-bottom:0.75pt solid #000000; pa= dding:4pt 6pt; vertical-align:top">7</td><td style= =3D"width:10.38%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">4=C2=B0</td></tr></table>Nota= : =E2=97=8B =3D 0 respuestas, N =3D 26; escala Likert 1-5 (1 n= unca; 2 pocas veces; 3 a veces; 4 frecuentemente; 5 siempre). Percepci= =C3=B3n sobre los proyectos integradoresLa secci=C3=B3n C eval=C3=BA= a la percepci=C3=B3n sobre la implementaci=C3=B3n y el impacto de los proye= ctos integradores en la formaci=C3=B3n. Los resultados de la Tabla 4 revelan datos de alta consis= tencia entre los tres semestres. El =C3=ADtem C1 (proyectos integradores qu= e articulan asignaturas en torno a un problema cl=C3=ADnico) y el =C3=ADtem= C6 (necesidad de mayor frecuencia de aplicaci=C3=B3n) concentran el 100 % = de las respuestas en el valor m=C3=A1ximo (5 =3D siempre) en los tres grupo= s.Tab= la 4Resultados de la = Secci=C3=B3n C - Proyectos integradores, por semestre <table sty= le=3D"width:99.16%; margin-bottom:0pt; padding:0pt; border-collapse:collaps= e"><tr><td style=3D"width:63.88%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =C3=8Dtem</td><td style=3D"width:6.36%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">1</td><td style=3D"width:4.98%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">2</td><td style=3D"width= :4.14%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:4pt 6pt; vertical-align:top">3</td><td s= tyle=3D"width:4.98%; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">4<= /p></td><td style=3D"width:4.98%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 5</td><td style=3D"width:10.68%; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">Semestre</td></tr><tr><td style=3D"width:63.= 88%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= C1. Proyectos integradores articulan asignaturas</td= ><td style=3D"width:6.36%; border-top:0.75pt solid #000000; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.98%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.14%; bor= der-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; border-top:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.98%; border-top:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">11</td><td st= yle=3D"width:10.68%; border-top:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">1=C2=B0</td></tr><tr><td style=3D"= width:63.88%; padding:4pt 6pt; vertical-align:top">C1. Proyecto= s integradores articulan asignaturas</td><td style=3D"width:6.36= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">7</td><td style=3D"width:10.68%; padding:4pt 6pt; ve= rtical-align:top">2=C2=B0</td></tr><tr><td style= =3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C1. Proy= ectos integradores articulan asignaturas</td><td style=3D"width:= 6.36%; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top= ">8</td><td style=3D"width:10.68%; padding:4pt 6pt= ; vertical-align:top">4=C2=B0</td></tr><tr><td sty= le=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C2. Ay= udan a comprender aplicaci=C3=B3n en situaciones cl=C3=ADnicas</= td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">11</td><td style=3D"width:4.98%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :10.68%; padding:4pt 6pt; vertical-align:top">1=C2=B0<= /p></td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align= :top">C2. Ayudan a comprender aplicaci=C3=B3n en situaciones cl= =C3=ADnicas</td><td style=3D"width:6.36%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</p= ></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt;= vertical-align:top">7</td><td style=3D"width:4.98= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4= pt 6pt; vertical-align:top">C2. Ayudan a comprender aplicaci=C3= =B3n en situaciones cl=C3=ADnicas</td><td style=3D"width:6.36%; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><sp= an>=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6pt; vert= ical-align:top">=E2=97=8B</td><td style=3D"width:4= .98%; padding:4pt 6pt; vertical-align:top">8</td><= td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:10.68%; padding:4pt 6pt; verti= cal-align:top">4=C2=B0</td></tr><tr><td style=3D"w= idth:63.88%; padding:4pt 6pt; vertical-align:top">C3. Desarroll= an trabajo en equipo y colaboraci=C3=B3n</td><td style=3D"width:= 6.36%; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">11</= p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:10.68%; padding:4pt 6p= t; vertical-align:top">1=C2=B0</td></tr><tr><td st= yle=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C3. D= esarrollan trabajo en equipo y colaboraci=C3=B3n</td><td style= =3D"width:6.36%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.14%; pad= ding:4pt 6pt; vertical-align:top">=E2=97=8B</td><t= d style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">= 7</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:= top">=E2=97=8B</td><td style=3D"width:10.68%; padd= ing:4pt 6pt; vertical-align:top">2=C2=B0</td></tr>= <tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align:top"><= span>C3. Desarrollan trabajo en equipo y colaboraci=C3=B3n</td><= td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertic= al-align:top">=E2=97=8B</td><td style=3D"width:4.1= 4%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">8</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical= -align:top">=E2=97=8B</td><td style=3D"width:10.68= %; padding:4pt 6pt; vertical-align:top">4=C2=B0</t= d></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">= C5. Docentes gu=C3=ADan adecuadamente los proyectos<= /td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">11</td><td style=3D"width:4.98%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :10.68%; padding:4pt 6pt; vertical-align:top">1=C2=B0<= /p></td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align= :top">C5. Docentes gu=C3=ADan adecuadamente los proyectos</span= ></td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt = 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-alig= n:top">7</td><td style=3D"width:4.98%; padding:4pt= 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2= =B0</td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; ver= tical-align:top">C5. Docentes gu=C3=ADan adecuadamente los proy= ectos</td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.98%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; verti= cal-align:top">8</td><td style=3D"width:4.98%; pad= ding:4pt 6pt; vertical-align:top">=E2=97=8B</td><t= d style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top"><span= >4=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt= ; vertical-align:top">C6. Deber=C3=ADan aplicarse con mayor fre= cuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-= align:top">=E2=97=8B</td><td style=3D"width:4.98%;= padding:4pt 6pt; vertical-align:top">=E2=97=8B</t= d><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.98%; padding:4pt 6pt; vertical-align:top">11</= td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">= 1=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4p= t 6pt; vertical-align:top">C6. Deber=C3=ADan aplicarse con mayo= r frecuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; vert= ical-align:top">=E2=97=8B</td><td style=3D"width:4= .98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= p></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.98%; padding:4pt 6pt; vertical-align:top">7= </td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:= 4pt 6pt; vertical-align:top">C6. Deber=C3=ADan aplicarse con ma= yor frecuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.98%; padding:4pt 6pt; vertical-align:top">8</= p></td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">4=C2=B0</td></tr><tr><td style=3D"width:63.88%; paddin= g:4pt 6pt; vertical-align:top">C8. Falta de tiempo limita parti= cipaci=C3=B3n activa</td><td style=3D"width:6.36%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.98%; padding:4pt 6pt; vertical-align:top">11<= /p></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:to= p">1=C2=B0</td></tr><tr><td style=3D"width:63.88%;= padding:4pt 6pt; vertical-align:top">C8. Falta de tiempo limit= a participaci=C3=B3n activa</td><td style=3D"width:6.36%; paddin= g:4pt 6pt; vertical-align:top">=E2=97=8B</td><td s= tyle=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">7</= span></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.98%; padding:= 4pt 6pt; vertical-align:top">=E2=97=8B</td><td sty= le=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-= align:top">2=C2=B0</td></tr><tr><td style=3D"width= :63.88%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-alig= n:top">C8. Falta de tiempo limita participaci=C3=B3n activa</sp= an></td><td style=3D"width:6.36%; border-bottom:0.75pt solid #000000; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.98%; border-bottom:0.75pt solid #000000; padding:4pt 6= pt; vertical-align:top">8</td><td style=3D"width:4= .14%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:t= op">=E2=97=8B</td><td style=3D"width:4.98%; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; border-bottom:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:10.68%; border-bottom:0.75pt solid #0= 00000; padding:4pt 6pt; vertical-align:top">4=C2=B0</p= ></td></tr></table>Nota: =E2=97=8B =3D 0 respuestas, N =3D= 26; escala Likert 1-5 (1 nunca; 2 pocas veces; 3 a veces; 4 frecuentemente= ; 5 siempre).3.4.= Dificultades y sugerencias estudiantiles= (respuestas abiertas)D1. Mayor dificulta= d en las pr=C3=A1cticas: el 100 % de los estudiantes de los tr= es semestres coincidieron en se=C3=B1alar que "aplicar la teor=C3=ADa en un= entorno real y bajo presi=C3=B3n es lo m=C3=A1s complicado". Esta respuest= a un=C3=A1nime confirma la necesidad de estrategias pedag=C3=B3gicas que si= mulen con mayor fidelidad las condiciones de trabajo real.D2. Sugerencia de mejora: el 100 % de los est= udiantes de los tres semestres recomendaron "incrementar el uso de laborato= rios y equipos cl=C3=ADnicos", se=C3=B1alando la simulaci=C3=B3n cl=C3=ADni= ca como el recurso pedag=C3=B3gico que m=C3=A1s potenciar=C3=ADa su prepara= ci=C3=B3n para las pr=C3=A1cticas preprofesionales.3.5. Re= sultados del cuestionario docenteEl an=C3=A1lisis de los cuestionari= os aplicados a los 6 docentes del programa arroja hallazgos complementarios= y consistentes con la percepci=C3=B3n estudiantil. La Tabla 5 sintetiza el perfil del cuerpo d= ocente.Tabla 5Perfil del c= uerpo docente del programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC Amba= to <table style=3D"width:98.6%; margin-bottom:0pt; padding:0pt; = border-collapse:collapse"><tr><td style=3D"width:10.02%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">Docente</td><td style=3D"width:10.92%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">T=C3=ADtulo</td><= td style=3D"width:51.76%; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:4pt 6pt; vertical-align:top">Asig= natura(s)</td><td style=3D"width:13.04%; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-ali= gn:top">Formaci=C3=B3n Pedag=C3=B3gica</td><td sty= le=3D"width:14.26%; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:4pt 6pt; vertical-align:top">Proyectos = Integradores</td></tr><tr><td style=3D"= width:10.02%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-al= ign:top">D01</td><td style=3D"width:10.92%; border= -top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><sp= an>4to Nivel</td><td style=3D"width:51.76%; border-top:0.75pt so= lid #000000; padding:4pt 6pt; vertical-align:top">Anatom=C3=ADa= / Morfolog=C3=ADa</td><td style=3D"width:13.04%; border-top:0.7= 5pt solid #000000; padding:4pt 6pt; vertical-align:top">S=C3= =AD</td><td style=3D"width:14.26%; border-top:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">S=C3=AD</= td></tr><tr><td style=3D"width:10.02%; padding:4pt 6pt; vertical-align:top"= >D02</td><td style=3D"width:10.92%; padding:4pt 6p= t; vertical-align:top">4to Nivel</td><td style=3D"= width:51.76%; padding:4pt 6pt; vertical-align:top">Fundamentos = de Enfermer=C3=ADa / Cuidados Cr=C3=ADticos</td><td style=3D"wid= th:13.04%; padding:4pt 6pt; vertical-align:top">S=C3=AD</span= ></td><td style=3D"width:14.26%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:9pt">S=C3=AD</td></tr><tr><td style=3D"width:10.02%; pad= ding:4pt 6pt; vertical-align:top">D03</td><td styl= e=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">4to N= ivel</td><td style=3D"width:51.76%; padding:4pt 6pt; vertical-al= ign:top">Semiolog=C3=ADa / Enfermer=C3=ADa de la Mujer</= p></td><td style=3D"width:13.04%; padding:4pt 6pt; vertical-align:top">No</td><td style=3D"width:14.26%; padding:4pt 6pt; ver= tical-align:top">No</td></tr><tr><td style=3D"widt= h:10.02%; padding:4pt 6pt; vertical-align:top">D04= </td><td style=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">4to Nivel</td><td style=3D"width:51.76%; padding:4pt 6pt= ; vertical-align:top">Primeros Auxilios</td><td styl= e=3D"width:13.04%; padding:4pt 6pt; vertical-align:top">S=C3= =AD</td><td style=3D"width:14.26%; padding:4pt 6pt; vertical-ali= gn:top">S=C3=AD</td></tr><tr><td style=3D"width:10= .02%; padding:4pt 6pt; vertical-align:top">D05</td= ><td style=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">= 4to Nivel</td><td style=3D"width:51.76%; padding:4pt 6pt; = vertical-align:top">Enfermer=C3=ADa por Ciclos de Vida / Enferm= er=C3=ADa Quir=C3=BArgica</td><td style=3D"width:13.04%; padding= :4pt 6pt; vertical-align:top">No</td><td style=3D"= width:14.26%; padding:4pt 6pt; vertical-align:top">S=C3=AD</s= pan></td></tr><tr><td style=3D"width:10.02%; border-bottom:0.75pt solid= #000000; padding:4pt 6pt; vertical-align:top">D06= </td><td style=3D"width:10.92%; border-bottom:0.75pt solid #000000; padding= :4pt 6pt; vertical-align:top">4to Nivel</td><td st= yle=3D"width:51.76%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Bio=C3=A9tica</td><td style=3D"wi= dth:13.04%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-a= lign:top">No</td><td style=3D"width:14.26%; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= S=C3=AD</td></tr></table>Nota: datos del = estudio ISUC Ambato, 2025, N =3D 6 docentesEl 100 % de los docentes = posee titulaci=C3=B3n de cuarto nivel. El 50 % (3 de 6) recibieron formaci= =C3=B3n pedag=C3=B3gica formal y el 83,3 % (5 de 6) participo en el dise=C3= =B1o o implementaci=C3=B3n de proyectos integradores. Los resultados del cu= estionario docente evidencian un perfil pedag=C3=B3gico s=C3=B3lido y orien= tado hacia las metodolog=C3=ADas activas: el 100 % de los docentes reporta = siempre proponer actividades que relacionen teor=C3=ADa con casos cl=C3=ADn= icos, implementar metodolog=C3=ADas activas, fomentar el trabajo colaborati= vo y promover la metacognici=C3=B3n.3.6. Barreras y recome= ndaciones docentes (respuestas abiertas)C= 1. Principal barrera: "diferencias en el nivel de conocimiento= s de los estudiantes". Esta heterogeneidad formativa dificulta dise=C3=B1ar= proyectos con un nivel de complejidad adecuado para todos los participante= s del grupo.C2. Necesidad de formaci=C3= =B3n docente: "formaci=C3=B3n en el uso de simulaci=C3=B3n cl= =C3=ADnica y herramientas tecnol=C3=B3gicas". El 100 % de los docentes iden= tifica la simulaci=C3=B3n cl=C3=ADnica como la competencia pedag=C3=B3gica = m=C3=A1s necesaria.C3. Recomendaci=C3=B3n= para mejorar la articulaci=C3=B3n: "mejorar la coordinaci=C3= =B3n entre docentes y escenarios de pr=C3=A1ctica". Esta recomendaci=C3=B3n= apunta a una necesidad estructural del programa: la articulaci=C3=B3n sist= em=C3=A1tica entre el trabajo de aula y los escenarios cl=C3=ADnicos del MS= P de Tungurahua.3.7.</sp= an> Propuesta pedag=C3=B3gica<= p class=3D"ListParagraph" style=3D"margin-left:36pt; margin-bottom:0pt; tex= t-indent:-18pt; text-align:left; line-height:115%; font-size:12pt"><s= pan>a) Fundamentaci=C3=B3nA partir del diagn=C3=B3st= ico emp=C3=ADrico realizado con los 26 estudiantes y los 6 docentes del ISU= C, se dise=C3=B1a una propuesta de estrategia pedag=C3=B3gica basada en pro= yectos integradores que responde de manera espec=C3=ADfica a las debilidade= s identificadas: (1) la necesidad de mayor acceso a simulaci=C3=B3n cl=C3= =ADnica, se=C3=B1alada de manera un=C3=A1nime por estudiantes y docentes; (= 2) la necesidad de mejorar la coordinaci=C3=B3n interdocente para articular= proyectos que integren m=C3=A1s de una asignatura; y (3) la heterogeneidad= en el nivel de conocimientos previos del estudiantado. La propuesta se fun= damenta en la articulaci=C3=B3n te=C3=B3rica del constructivismo (Piaget, 1= 972), el aprendizaje significativo (Ausubel, 1980), el ciclo de Kolb (1984)= y el enfoque socioformativo (Tob=C3=B3n, 2013), y se alinea con los requer= imientos del perfil de egreso del t=C3=A9cnico en enfermer=C3=ADa estableci= do por el CES (2017) y el MSP del Ecuador.b)<= span style=3D"width:8pt; font:7pt 'Times New Roman'; display:inline-block">= Estructur= a de la propuestaLa estrategia se organiza en cuatro fases intercone= ctadas que responden al ciclo de Kolb (1984) y a las necesidades diagn=C3= =B3sticas identificadas, como se muestra en la Tabla 6.<span= style=3D"font-weight:bold">Tabla 6Estructura de la propuesta pedag=C3=B3gica basada en proyecto= s integradores para el programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC= Ambato<table style=3D"width:100%; margin-bottom:0pt; padding:0p= t; border-collapse:collapse"><tr><td style=3D"width:20.76%; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">Fase</td><td style=3D"width:26.42%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">Actividades principales</spa= n></td><td style=3D"width:26.42%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Recursos requeridos</td><td style=3D"width:26.42%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">Indicador de logro</td><= /tr><tr><td style=3D"width:20.76%; border-top:0.75pt solid #000000; padding= :4pt 6pt; vertical-align:top">Fase 1: Diagn=C3=B3stico particip= ativo</td><td style=3D"width:26.42%; border-top:0.75pt solid #00= 0000; padding:4pt 6pt; vertical-align:top">Identificaci=C3=B3n = colaborativa de problemas cl=C3=ADnicos reales del contexto del MSP de Tung= urahua; an=C3=A1lisis de brechas competenciales por semestre.</t= d><td style=3D"width:26.42%; border-top:0.75pt solid #000000; padding:4pt 6= pt; vertical-align:top">Fichas de campo, reuni=C3=B3n interdoce= nte, datos epidemiol=C3=B3gicos del MSP.</td><td style=3D"width:= 26.42%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:to= p">Problema cl=C3=ADnico contextualizado, definido y consensuad= o.</td></tr><tr><td style=3D"width:20.76%; padding:4pt 6pt; vert= ical-align:top">Fase 2: Planificaci=C3=B3n colaborativa<= /p></td><td style=3D"width:26.42%; padding:4pt 6pt; vertical-align:top">Dise=C3=B1o del proyecto integrador con articulaci=C3=B3n de 2 o m= =C3=A1s asignaturas; distribuci=C3=B3n de roles docente-estudiante; definic= i=C3=B3n de criterios de evaluaci=C3=B3n.</td><td style=3D"width= :26.42%; padding:4pt 6pt; vertical-align:top">Reuni=C3=B3n de c= oordinaci=C3=B3n docente, malla curricular del ISUC, r=C3=BAbrica de evalua= ci=C3=B3n.</td><td style=3D"width:26.42%; padding:4pt 6pt; verti= cal-align:top">Plan de proyecto aprobado con firma de al menos = 2 docentes.</td></tr><tr><td style=3D"width:20.76%; padding:4pt = 6pt; vertical-align:top">Fase 3: Ejecuci=C3=B3n con simulaci=C3= =B3n cl=C3=ADnica</td><td style=3D"width:26.42%; padding:4pt 6pt= ; vertical-align:top">Desarrollo del proyecto en laboratorio de= simulaci=C3=B3n y/o centros de salud del MSP; trabajo colaborativo por equ= ipos; retroalimentaci=C3=B3n docente continua.</td><td style=3D"= width:26.42%; padding:4pt 6pt; vertical-align:top">Laboratorio = de simulaci=C3=B3n, equipos cl=C3=ADnicos, tutores en pr=C3=A1ctica preprof= esional.</td><td style=3D"width:26.42%; padding:4pt 6pt; vertica= l-align:top">Carpeta de evidencias del proceso; r=C3=BAbrica co= mpletada.</td></tr><tr><td style=3D"width:20.76%; border-bottom:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Fase= 4: Evaluaci=C3=B3n reflexiva</td><td style=3D"width:26.42%; bor= der-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Autoevaluaci=C3=B3n, coevaluaci=C3=B3n y heteroevaluaci=C3=B3n; sesi= =C3=B3n de reflexi=C3=B3n metacognitiva sobre el proceso; retroalimentaci= =C3=B3n docente estructurada.</td><td style=3D"width:26.42%; bor= der-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">R=C3=BAbrica reflexiva, diario de aprendizaje, sesi=C3=B3n grupal de= cierre.</td><td style=3D"width:26.42%; border-bottom:0.75pt sol= id #000000; padding:4pt 6pt; vertical-align:top">Informe reflex= ivo individual; ajuste del siguiente proyecto.</td></tr></table>= 3.8. Ejemplo de proyecto integrador contextualizado<= /span>= Un proyecto protot=C3=ADpico para el segundo semestre podr=C3=ADa art= icular las asignaturas Fundamentos de Enfermer=C3=ADa y Semiolog=C3=ADa en = torno al problema cl=C3=ADnico: "Prevenci=C3=B3n de Infecciones Asociadas a= la Atenci=C3=B3n en Salud (IAAS), en el Hospital Provincial Docente Ambato= ". Los estudiantes, en equipos de 3-4, identificar=C3=ADan factores de ries= go en su escenario de pr=C3=A1ctica preprofesional, dise=C3=B1ar=C3=ADan un= protocolo de intervenci=C3=B3n basado en los cinco correctos y lo evaluar= =C3=ADan mediante simulaci=C3=B3n cl=C3=ADnica antes de su aplicaci=C3=B3n = real.3.9.Condiciones institucionales para la implementaci= =C3=B3nLa viabilidad de la propuesta requiere: (1) institucionalizac= i=C3=B3n en el plan curricular del ISUC de al menos un proyecto integrador = por semestre; (2) inversi=C3=B3n en el fortalecimiento del laboratorio de s= imulaci=C3=B3n cl=C3=ADnica; (3) programa de formaci=C3=B3n docente en simu= laci=C3=B3n cl=C3=ADnica y herramientas tecnol=C3=B3gicas; y (4) establecim= iento de protocolos de coordinaci=C3=B3n entre el ISUC y los centros de sal= ud del MSP de Tungurahua. Entre los riesgos institucionales identificados d= estacan la posible resistencia al cambio evaluativo entre el profesorado, l= a rotaci=C3=B3n docente, y la dependencia de recursos de simulaci=C3=B3n cu= ya adquisici=C3=B3n requiere financiamiento externo.3.10. = ; &#= xa0; Validaci=C3=B3n por cri= terio de especialistasDado que la implementaci=C3=B3n piloto de la p= ropuesta no fue viable dentro del per=C3=ADodo acad=C3=A9mico de la maestr= =C3=ADa, se realiz=C3=B3 una validaci=C3=B3n intermedia mediante criterio d= e especialistas siguiendo un formato Delphi simplificado (Linstone & Tu= roff, 1975). Cuatro expertos evaluaron la propuesta en cinco dimensiones: p= ertinencia del dise=C3=B1o; coherencia interna; alineaci=C3=B3n con el perf= il de egreso del t=C3=A9cnico en enfermer=C3=ADa del MSP; viabilidad instit= ucional; y aplicabilidad de los indicadores de logro. Los coeficientes V de= Aiken calculados por dimensi=C3=B3n oscilaron entre 0,83 y 1,00, superando= el umbral de 0,75 (Aiken, 1985), lo que acredita la validez de contenido d= e la propuesta pedag=C3=B3gica. Las observaciones de los expertos fueron in= corporadas en la versi=C3=B3n definitiva.4. </spa= n>Discusi=C3=B3n= Los = resultados del diagn=C3=B3stico en el ISUC de Ambato confirman y ampl=C3=AD= an los hallazgos de la literatura internacional sobre la eficacia de los pr= oyectos integradores en la formaci=C3=B3n t=C3=A9cnica de enfermer=C3=ADa. = El dato m=C3=A1s contundente del estudio es la unanimidad de la demanda est= udiantil y docente: el 100 % de los 26 estudiantes reclama mayor frecuencia= de aplicaci=C3=B3n de proyectos integradores y mayor acceso a laboratorios= de simulaci=C3=B3n, mientras que el 100 % de los 6 docentes identifica la = necesidad de formaci=C3=B3n en simulaci=C3=B3n cl=C3=ADnica. La homogeneida= d extrema de las respuestas en m=C3=BAltiples =C3=ADtems (100 % en valores = 4 o 5) debe interpretarse con cautela: si bien puede reflejar una percepci= =C3=B3n genuinamente positiva, no puede descartarse la influencia de un ses= go de deseabilidad social.Estos hallazgos son consistentes con lo re= portado por Luna et al. (2023) quienes se=C3=B1alan que los estudiantes de = enfermer=C3=ADa reconocen la simulaci=C3=B3n cl=C3=ADnica como el ambiente = de aprendizaje que m=C3=A1s contribuye a la transferencia de conocimientos = a situaciones reales. La demanda de mayor coordinaci=C3=B3n interdocente se= alinea con las recomendaciones de Sandoval et al. (2025) quienes subrayan = que la articulaci=C3=B3n horizontal del curr=C3=ADculo es condici=C3=B3n ne= cesaria para que los proyectos integradores produzcan aprendizajes signific= ativos.Un hallazgo espec=C3=ADfico de este estudio es la aparente pa= radoja entre la autopercepci=C3=B3n docente y los datos cuantitativos: el 1= 00 % de los docentes reporta implementar siempre metodolog=C3=ADas activas,= pero el 66,7 % tambi=C3=A9n admite evaluar frecuentemente mediante ex=C3= =A1menes de conocimientos te=C3=B3ricos memorizados. Esta coexistencia de l= =C3=B3gicas pedag=C3=B3gicas contradictorias constituye una tensi=C3=B3n qu= e la propuesta pedag=C3=B3gica deber=C3=A1 atender expl=C3=ADcitamente.</sp= an><sp= an>La dificultad se=C3=B1alada por el 100 % de los estudiantes "aplicar la = teor=C3=ADa en un entorno real y bajo presi=C3=B3n" coincide con lo documen= tado por Smolander et al. (2024): la presi=C3=B3n asistencial del entorno c= l=C3=ADnico real activa mecanismos cognitivos de estr=C3=A9s que bloquean l= a recuperaci=C3=B3n de conocimientos aprendidos en condiciones de baja tens= i=C3=B3n. La simulaci=C3=B3n cl=C3=ADnica de alta fidelidad es, en la liter= atura actual, el dispositivo pedag=C3=B3gico m=C3=A1s eficaz para entrenar = la gesti=C3=B3n de esta presi=C3=B3n (Araya & Sotomayor, 2025), alinead= a con los est=C3=A1ndares internacionales INACSL Standards Committee et al.= (2021). En t=C3=A9rminos de limitaciones, el tama=C3=B1o de las pob= laciones estudiadas N(estudiantes) =3D 26 y N(docentes) =3D 6, y el context= o espec=C3=ADfico del ISUC de Ambato restringen la generalizaci=C3=B3n dire= cta de los hallazgos. Sin embargo, la densidad descriptiva del contexto y l= a coherencia de los datos con la literatura regional hacen que los resultad= os sean transferibles a programas t=C3=A9cnicos de enfermer=C3=ADa similare= s de la Sierra Centro ecuatoriana.5. <span= style=3D"font-weight:bold; color:#767171">Conclusiones<ul style= =3D"margin:0pt; padding-left:0pt"><li class=3D"ListParagraph" style=3D"marg= in-left:17.63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; = font-family:serif; font-size:12pt">El diagn=C3=B3stico emp=C3=ADrico realizado con los 26 estudiantes y = los 6 docentes del programa de tecnolog=C3=ADa en enfermer=C3=ADa del ISUC = de Ambato confirma que los proyectos integradores son valorados de manera p= ositiva y un=C3=A1nime como estrategia pedag=C3=B3gica que favorece la arti= culaci=C3=B3n entre la teor=C3=ADa y la pr=C3=A1ctica cl=C3=ADnica. Los dat= os cuantitativos y cualitativos apuntan de manera convergente hacia dos nec= esidades institucionales prioritarias: el fortalecimiento del laboratorio d= e simulaci=C3=B3n cl=C3=ADnica y la mejora de la coordinaci=C3=B3n interdoc= ente para el dise=C3=B1o articulado de proyectos que integren m=C3=A1s de u= na asignatura.</li><li class=3D"ListParagraph" style=3D"margin-left:= 17.63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; font-fam= ily:serif; font-size:12pt">La= propuesta pedag=C3=B3gica dise=C3=B1ada a partir de este diagn=C3=B3stico,= organizada en cuatro fases: diagn=C3=B3stico participativo, planificaci=C3= =B3n colaborativa, ejecuci=C3=B3n con simulaci=C3=B3n cl=C3=ADnica y evalua= ci=C3=B3n reflexiva responde directamente a las brechas identificadas y se = fundamenta en la articulaci=C3=B3n te=C3=B3rica del constructivismo, el apr= endizaje significativo, el ciclo de Kolb y el enfoque socioformativo por co= mpetencias.</li><li class=3D"ListParagraph" style=3D"margin-left:17.= 63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; font-family= :serif; font-size:12pt">El ar= t=C3=ADculo aporta evidencia emp=C3=ADrica original sobre la percepci=C3=B3= n de estudiantes y docentes de un instituto t=C3=A9cnico de enfermer=C3=ADa= ecuatoriano respecto a los proyectos integradores, contribuyendo a llenar = un vac=C3=ADo en la literatura sobre metodolog=C3=ADas activas en la formac= i=C3=B3n t=C3=A9cnica superior de salud en el Ecuador. Como proyecci=C3=B3n= investigativa, se recomienda la implementaci=C3=B3n piloto de la propuesta= en el ISUC durante el ciclo acad=C3=A9mico 2025-2026, con evaluaci=C3=B3n = de impacto mediante indicadores de desempe=C3=B1o en pr=C3=A1cticas preprof= esionales.</li></ul>Agradec= imientosLas autoras agradecen al Instituto Superior Universitario El C=C3=B3ndor (ISUC<= span>) de Ambato, a sus docentes y estudiantes por su disposici=C3=B3n y pa= rticipaci=C3=B3n activa en el proceso de recolecci=C3=B3n de datos, y al MS= c. Ra=C3=BAl Alejandro Montes de Oca Celeiro por la tutor=C3=ADa acad=C3=A9= mica durante el desarrollo de esta investigaci=C3=B3n.6.<sp= an style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&#= xa0; Conflicto de interesesLos autores declaran que no existe co= nflicto de intereses en relaci=C3=B3n con el art=C3=ADculo presentado.</spa= n>7.</s= pan> Derechos de autor (copyrigth)Los autores son = los titulares de los derechos de autor (patrimoniales y/o de explotaci=C3=B3n) de los contenidos = de la revista (copyright<sp= an>).<= span>8. Declaraci=C3=B3n de contribuci=C3=B3n de l= os autoresLos autores declaran haber participado de manera equitativ= a y sustancial en la realizaci=C3=B3n de esta investigaci=C3=B3n, bajo las = responsabilidades seg=C3=BAn la <a href=3D"https://credit.niso.org/"= style=3D"text-decoration:none">Taxonom=C3=ADa CR= ediT</a> para describir las contribuciones individuales de cad= a autor al trabajo. Valeria Elizabeth Morales Barre= ra y Joselyn Vanessa Morales Barrera, realizaron la conceptualizaci=C3=B3n = de la investigaci=C3=B3n, organizaci=C3=B3n y ejecuci=C3=B3n del ensayo, re= copilaci=C3=B3n y curaci=C3=B3n de los datos, revisi=C3=B3n del an=C3=A1lis= is estad=C3=ADstico, interpretaci=C3=B3n de los resultados, elaboraci=C3=B3= n del borrador original, preparaci=C3=B3n de tablas y figuras, revisi=C3=B3= n cr=C3=ADtica del contenido y aprobaci=C3=B3n de la versi=C3=B3n final del= manuscrito.Ra=C3=BAl Alejandro Montes de Oca Celeiro, realiz=C3=B3 = la supervisi=C3=B3n acad=C3=A9mica y metodol=C3=B3gica de la investigaci=C3= =B3n, brind=C3=B3 orientaci=C3=B3n durante el desarrollo del ensayo, revis= =C3=B3 el an=C3=A1lisis y la interpretaci=C3=B3n de los resultados, efectu= =C3=B3 la revisi=C3=B3n cr=C3=ADtica del manuscrito, realiz=C3=B3 la correc= ci=C3=B3n cient=C3=ADfica y acad=C3=A9mica y aprob=C3=B3 la versi=C3=B3n fi= nal para su publicaci=C3=B3n.Divulgaci= =C3=B3n de la delegaci=C3=B3n a la IA generativaLos autores declaran= que emplearon ChatGPT (OpenAI, GPT-5.5) como herramienta de apoyo para reo= rganizar y reformular editorialmente el manuscrito original, corregir el es= tilo, traducir el resumen al ingl=C3=A9s y comprobar el cumplimiento formal= del formato de la revista. Los datos experimentales, el dise=C3=B1o, los r= esultados estad=C3=ADsticos y las decisiones cient=C3=ADficas proceden de l= a investigaci=C3=B3n de las autoras y no fueron generados ni modificados po= r la herramienta. Los autores revisaron, contrastaron y aprobaron cada secc= i=C3=B3n y asumen la responsabilidad =C3=ADntegra del contenido final. La h= erramienta no figura como autora ni asume responsabilidad por los resultado= s.Declaraci= =C3=B3n presentada por: Valeria Elizabeth Morales Barrera. 9.= Costos de FinanciamientoLa presente investigaci=C3=B3n f= ue financiada en su totalidad con fondos propios de los autores.= 10.<= /span> Refere= ncias Bibliogr=C3=A1ficasAddine Fern=C3=A1ndez, F. (2004). 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on:absolute" /> <table style=3D"width:95.02%; = margin-bottom:0pt; border:0.75pt solid #000000; padding:0pt; border-collaps= e:collapse"><tr style=3D"height:1.2pt"><td style=3D"width:4.34%; border-rig= ht:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.= 62pt; vertical-align:top">1</td><td style= =3D"width:41.4%; border-right:0.75pt solid #000000; border-left:0.75pt soli= d #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical= -align:top">Valeria Elizabeth Morales Barrera</td><td style=3D"width= :5.14%; border-right:0.75pt solid #000000; border-left:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:to= p">&= #xa0;</td><td style=3D"width:49.12%; border-left:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-ali= gn:top"><a href=3D"https:/= /orcid.org/0000-0002-3247-0897" style=3D"text-decoration:none">https://orcid.org= /0000-0002-3247-0897</a></td></tr><tr style=3D"height:1.2pt"><td= style=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; ver= tical-align:top"> </td><td colspan= =3D"3" style=3D"border-top:0.75pt solid #000000; border-left:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-al= ign:top"><= span>Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= = Maestr=C3=ADa en Pedagog=C3=ADa con Menci=C3=B3n en Formaci=C3=B3n T=C3=A9c= nica y Profesional. <a href=3D"mailto:vmoralesb@ube.edu.ec" style=3D"text-decoration:none"= >vmora= lesb@ube.edu.ec</a>Instituto Superior Universitario El C=C3=B3ndor (= ISUC), Ambato, Ecuador. </td></tr><tr style=3D"height:1.3pt"><td= style=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt= solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; ver= tical-align:top">2</td><td style=3D"width= :41.4%; border:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:top= ">Jo= selyn Vanessa Morales Barrera</td><td style=3D"width:5.14%; bord= er:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:top"> </span= ></td><td style=3D"width:49.12%; border-top:0.75pt solid #000000; borde= r-left:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4p= t 5.62pt; vertical-align:top"><a href=3D"https://orcid.org/0000-0001-8143-4166" style=3D"text-decorat= ion:none">https://orcid.org/0000-0001-8143-4166</a></td></tr><tr><td s= tyle=3D"width:4.34%; border-top:0.75pt solid #000000; border-right:0.75pt s= olid #000000; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; verti= cal-align:top"> </td><td colspan=3D"= 3" style=3D"border-top:0.75pt solid #000000; border-left:0.75pt solid #0000= 00; border-bottom:0.75pt solid #000000; padding:4pt 5.62pt; vertical-align:= top"><span= >Universidad Bolivariana del Ecuador (UBE), Dur=C3=A1n, Ecuador.= Maes= tr=C3=ADa en Pedagog=C3=ADa con Menci=C3=B3n en Formaci=C3=B3n T=C3=A9cnica= y Profesional. <a href=3D"mailto:vmoralesb@ube.edu.ec" style=3D"text-decoration:none"><sp= an class=3D"Hyperlink" style=3D"line-height:115%; font-size:10pt">vmoralesb= @ube.edu.ec</a>Instituto Superior Universitario El C=C3=B3ndor (ISUC= ), Ambato, Ecuador. </td></tr><tr><td style=3D"width:4.34%; bord= er-top:0.75pt solid #000000; border-right:0.75pt solid #000000; padding:4pt= 5.62pt; vertical-align:top">3</td><td colspan=3D"3" style=3D"border= -top:0.75pt solid #000000; border-left:0.75pt solid #000000; padding:4pt 5.= 62pt; vertical-align:top">Ra=C3=BAl Alejandro Montes de Oca Celeiro<= p style=3D"margin-bottom:0pt; line-height:115%"><a href=3D"https://orcid.or= g/0000-0001-8733-9610" style=3D"text-decoration:none">https://orcid.org/0000-0001= -8733-9610</a><= a href=3D"mailto:ramontesdeocac@ube.edu.ec" style=3D"text-decoration:none">= ramont= esdeocac@ube.edu.ec</a></td></tr></table> <table style=3D"width:436.35pt; margin= -bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td colspan=3D"7" s= tyle=3D"width:161.75pt; padding:0pt 5.4pt; vertical-align:top"><spa= n style=3D"color:#0000ff"> <= /td><td colspan=3D"3" style=3D"width:253pt; border-top:0.75pt solid #000000= ; border-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top= ">Art=C3=ADculo de Investigaci=C3= =B3n Cient=C3=ADfica y Tecnol=C3=B3gicaEnviado: </= span>Revisado: Aceptado: = Publicado:DOI: <a href=3D"https://doi.org/10.33= 262/cienciadigital.v9i3.1.3381" style=3D"text-decoration:none"> </a> </td></tr><tr style= =3D"height:3.5pt"><td colspan=3D"7" style=3D"width:161.75pt; padding:0pt 5.= 4pt; vertical-align:top"> </td><td cols= pan=3D"3" style=3D"width:253pt; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </td></tr><tr><td style=3D"width:50.5pt; bo= rder-top:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"> </s= pan><s= pan>C=C3=ADtese: </td><td style=3D"width:4.35pt; 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Creative Commons Atribuci=C3=B3n-NoComercial-CompartirIgual 4.0 Internatio= nal. Copia de la licencia: <a href=3D"https://creativecommons.org/li= censes/by-nc-sa/4.0/deed.es" style=3D"text-decoration:none">https://creativecommons.org/licenses/by-nc-sa/4.0/deed.e= s</a></td><td style=3D"border-bottom:0.75pt solid #000000; paddi= ng:0pt; vertical-align:top"></td><td style=3D"padding:0pt; vertical-align:t= op"></td></tr><tr><td colspan=3D"4" style=3D"width:93.7pt; padding:0pt 5.4p= t; vertical-align:top">Palabras cla= ves: Proyectos integradores; formaci=C3=B3n t=C3=A9cnica en en= fermer=C3=ADa; aplicaci=C3=B3n pr=C3=A1ctica; metodolog=C3=ADas activas; ar= ticulaci=C3=B3n teor=C3=ADa-pr=C3=A1ctica; simulaci=C3=B3n cl=C3=ADnica; IS= UC.</td><td colspan=3D"2" style=3D"width:0.9pt; padding:0pt 5.4p= t; vertical-align:top"> </td><td col= span=3D"3" style=3D"width:305.6pt; border-top:0.75pt solid #000000; border-= bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top">Resumen In= troducci=C3=B3n. La brecha entre la formaci=C3=B3n te=C3=B3ric= a y la aplicaci=C3=B3n pr=C3=A1ctica en enfermer=C3=ADa t=C3=A9cnica consti= tuye un problema pedag=C3=B3gico cr=C3=ADtico que afecta la calidad del cui= dado en salud. Objetivo. <sp= an>Dise=C3=B1ar una propuesta de estrategia pedag=C3=B3gica basada en proye= ctos integradores para fortalecer la aplicaci=C3=B3n pr=C3=A1ctica de los c= onocimientos en los 26 estudiantes de tecnolog=C3=ADa en enfermer=C3=ADa de= l ISUC de Ambato. Metodolog=C3=ADa.= Se emple=C3=B3 un enfoque mixto predominantemente cualitativo= : un cuestionario de escala Likert (1-5) aplicado a 26 estudiantes de prime= r, segundo y cuarto semestre, y un cuestionario estructurado a 6 docentes d= el programa. Resultados. <sp= an>El 100 % de los estudiantes de los tres semestres valoran los proyectos = integradores como instrumentos efectivos de articulaci=C3=B3n entre la teor= =C3=ADa y la pr=C3=A1ctica. El 100 % de los docentes reporta implementar me= todolog=C3=ADas activas; sin embargo, el 100 % se=C3=B1ala la necesidad urg= ente de mejorar la coordinaci=C3=B3n interdocente y el acceso a simulaci=C3= =B3n cl=C3=ADnica. Conclusi=C3=B3n.= Se dise=C3=B1a una estrategia metodol=C3=B3gica estructurada = en cuatro fases diagn=C3=B3stico participativo, planificaci=C3=B3n colabora= tiva, ejecuci=C3=B3n con simulaci=C3=B3n cl=C3=ADnica y evaluaci=C3=B3n ref= lexiva validada por criterio de especialistas (Delphi simplificado, n =3D 4= ), cuya valoraci=C3=B3n intermedia respalda su pertinencia y coherencia. </= span>=C3=81rea de estudio general: = Educaci=C3=B3n en Ciencias de la Salud. =C3=81rea de estudio espec=C3=ADfica: Formaci=C3=B3= n t=C3=A9cnica en enfermer=C3=ADa; Pedagog=C3=ADa profesional. <span= style=3D"font-weight:bold">Tipo de estudio: Art=C3=ADculo ori= ginal.</td><td style=3D"padding:0pt; vertical-align:top"></td></= tr><tr><td colspan=3D"3" style=3D"width:91.45pt; padding:0pt 5.4pt; vertica= l-align:top">Keywords: Integrative projects; technical nursing edu= cation; practical application; active methodologies= ; theory-practice articulation; clinical simulation; <spa= n>ISUC.</td><td colspan=3D"2" style=3D"width:0.85pt; padding:0pt= 5.4pt; vertical-align:top"> </td><t= d colspan=3D"4" style=3D"width:307.9pt; border-top:0.75pt solid #000000; bo= rder-bottom:0.75pt solid #000000; padding:0pt 5.4pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; line-height:115%; font-size:12pt">AbstractIntroduction. The gap between theoretical training and pra= ctical application in technical nursing is a critical pedagogical problem a= ffecting the quality of healthcare. Objective. To design a methodological strategy based on integ= rative projects to strengthen the practical application of knowledge among = the 26 students of the Technology in Nursing program at ISUC in Ambato. </s= pan>Methodology. A mixed-meth= ods approach was used: a Likert-scale questionnaire (1-5) applied to 26 stu= dents from the first, second, and fourth semesters, and a structured questi= onnaire administered to 6 faculty members. Results. 100% of students across all three semesters v= alue integrative projects as effective tools for bridging theory and practi= ce. All six teachers report implementing active methodologies; however, 100= % identify an urgent need to improve inter-faculty coordination and access = to clinical simulation. Conclusion.= A four-phase methodological strategy is designed participator= y diagnosis, collaborative planning, clinical simulation implementation, an= d reflective evaluation validated through specialist criterion (simplified = Delphi, n =3D 4), whose intermediate evaluation supports its relevance and = coherence. General Area of Study: <= /span>Health Sciences Education. Specific area of study: Technical nursing education; Profe= ssional pedagogy. Type of study: </= span>Original article.</td><td style=3D"padding:0pt; verti= cal-align:top"></td></tr><tr style=3D"height:0pt"><td style=3D"width:61.3pt= "></td><td style=3D"width:15.15pt"></td><td style=3D"width:25.8pt"></td><td= style=3D"width:2.25pt"></td><td style=3D"width:9.4pt"></td><td style=3D"wi= dth:2.3pt"></td><td style=3D"width:56.35pt"></td><td style=3D"width:258pt">= </td><td style=3D"width:2.05pt"></td><td style=3D"width:3.75pt"></td></tr><= /table><s= pan style=3D"font-weight:bold; color:#767171">1. = Introducci=C3=B3nLa formaci=C3=B3n t=C3=A9cnica en enfermer=C3= =ADa constituye un proceso pedag=C3=B3gico de alta complejidad que exige la= integraci=C3=B3n permanente entre el conocimiento te=C3=B3rico y la compet= encia pr=C3=A1ctica. En el Ecuador, los institutos superiores t=C3=A9cnicos= y tecnol=C3=B3gicos que ofrecen la carrera de tecnolog=C3=ADa en enfermer= =C3=ADa enfrentan el reto de preparar a sus egresados para un sistema de sa= lud p=C3=BAblico que demanda profesionales capaces de actuar con criterio c= l=C3=ADnico, =C3=A9tica del cuidado y trabajo colaborativo (Consejo de Educ= aci=C3=B3n Superior [CES], 2017; Organizaci=C3=B3n Panamericana de la Salud= [OPS], 2026).En el Instituto Superior Universitario El C=C3=B3ndor (ISUC), ubica= do en Ambato capital de la provincia de Tungurahua y uno de los principales= centros hospitalarios de la Sierra Centro del Ecuador, esta tensi=C3=B3n e= ntre saber y saber hacer se manifiesta de manera concreta en el desempe=C3= =B1o de los 26 estudiantes matriculados en el programa de tecnolog=C3=ADa e= n enfermer=C3=ADa. Ambato concentra una red hospitalaria p=C3=BAblica y pri= vada de mediana y alta complejidad que atiende a una poblaci=C3=B3n de apro= ximadamente 380.000 habitantes, con alta prevalencia de enfermedades cr=C3= =B3nico-degenerativas y diversidad socioecon=C3=B3mica, lo que exige t=C3= =A9cnicos de enfermer=C3=ADa preparados para escenarios cl=C3=ADnicos compl= ejos.La evidencia cient=C3=ADfica reciente documenta que la incorpor= aci=C3=B3n de metodolog=C3=ADas activas y en particular de los proyectos in= tegradores permite superar la tradicional fragmentaci=C3=B3n entre la ense= =C3=B1anza te=C3=B3rica y la pr=C3=A1ctica cl=C3=ADnica, fortaleciendo comp= etencias procedimentales, comunicativas y de pensamiento cr=C3=ADtico en lo= s estudiantes de enfermer=C3=ADa (Luna et al., 2023; Smolander et al., 2024= ; Sandoval et al., 2025). Sin embargo, su implementaci=C3=B3n sistem=C3=A1t= ica y contextualizada en programas t=C3=A9cnicos superiores del Ecuador sig= ue siendo limitada, generando brechas entre las expectativas del sector emp= leador y las competencias reales de los egresados (Qui=C3=B1ones et al., 20= 25).El diagn=C3=B3stico realizado en el ISUC evidencia que, si bien = los docentes implementan metodolog=C3=ADas activas, persiste la ausencia de= una estrategia pedag=C3=B3gica articulada que oriente la implementaci=C3= =B3n de proyectos integradores de manera sistematizada, coordinada entre as= ignaturas y vinculada con los escenarios reales de pr=C3=A1ctica preprofesi= onal en los establecimientos del Ministerio de Salud P=C3=BAblica (MSP) de Tungurahua.</= span><= span>El presente art=C3=ADculo tiene por objetivo dise=C3=B1ar una propuest= a de estrategia pedag=C3=B3gica basada en proyectos integradores, a partir = de un diagn=C3=B3stico emp=C3=ADrico con los 26 estudiantes y los 6 docente= s del ISUC de Ambato, para fortalecer la aplicaci=C3=B3n pr=C3=A1ctica de l= os conocimientos te=C3=B3ricos en la carrera de tecnolog=C3=ADa en enfermer= =C3=ADa.1.1.<span= style=3D"font-style:italic"> Planteamiento del problemaEl problema = central identificado en el ISUC radica en la ausencia de una estrategia ped= ag=C3=B3gica institucionalizada que articule de manera sistem=C3=A1tica los= conocimientos te=C3=B3ricos con la pr=C3=A1ctica cl=C3=ADnica a trav=C3=A9= s de proyectos integradores. Los 26 estudiantes del programa de tecnolog=C3= =ADa en enfermer=C3=ADa reportan que, pese a percibir utilidad en los conte= nidos te=C3=B3ricos, la transposici=C3=B3n de esos saberes a situaciones cl= =C3=ADnicas reales y bajo presi=C3=B3n asistencial les resulta la principal= dificultad formativa. Los docentes, por su parte, identifican como limitan= tes estructurales la falta de coordinaci=C3=B3n interdocente para articular= proyectos que integren m=C3=A1s de una asignatura, y la insuficiencia de r= ecursos de simulaci=C3=B3n cl=C3=ADnica.Esta situaci=C3=B3n se inscr= ibe en un problema m=C3=A1s amplio documentado en la literatura latinoameri= cana: la persistente brecha entre la formaci=C3=B3n te=C3=B3rica y el desem= pe=C3=B1o cl=C3=ADnico en programas t=C3=A9cnicos de enfermer=C3=ADa, agudi= zada por la pandemia de COVID-19 que evidenci=C3=B3 la urgencia de adaptar = las metodolog=C3=ADas de ense=C3=B1anza a contextos cambiantes e impredecib= les (Mel=C3=A9ndez, 2020; OPS, 2026).1.2. Supuesto de inve= stigaci=C3=B3nLa implementaci=C3=B3n de una estrategia pedag=C3=B3gi= ca basada en proyectos integradores, dise=C3=B1ada de manera participativa = con docentes y estudiantes del ISUC y contextualizada al entorno asistencia= l de Ambato, fortalecer=C3=A1 la articulaci=C3=B3n entre la teor=C3=ADa y l= a pr=C3=A1ctica cl=C3=ADnica, mejorando el desempe=C3=B1o competencial de l= os estudiantes de tecnolog=C3=ADa en enfermer=C3=ADa en sus pr=C3=A1cticas = preprofesionales en los establecimientos del MSP de Tungurahua.<= p class=3D"ListParagraph" style=3D"margin-left:36pt; margin-bottom:0pt; tex= t-indent:-18pt; text-align:left; line-height:115%; font-size:12pt"><s= pan style=3D"font-style:italic">1.3. Fundamentos epistemol=C3=B3gicosLa investigaci=C3=B3n se s= ustenta en cuatro corrientes te=C3=B3ricas que, articuladas, fundamentan la= propuesta pedag=C3=B3gica. Desde el constructivismo piagetiano (Piaget, 19= 72), el aprendizaje es un proceso activo de construcci=C3=B3n cognitiva que= requiere la confrontaci=C3=B3n del sujeto con situaciones reales. El apren= dizaje significativo de Ausubel (1980) postula que el conocimiento nuevo se= consolida cuando se vincula sustancialmente con las estructuras cognitivas= previas del aprendiz; en el contexto del ISUC, esto implica conectar los s= aberes disciplinares con los problemas cl=C3=ADnicos reales del entorno hos= pitalario de Tungurahua. El aprendizaje experiencial de Kolb (1984) estable= ce un ciclo integrador experiencia concreta, observaci=C3=B3n reflexiva, co= nceptualizaci=C3=B3n abstracta y experimentaci=C3=B3n activa congruente con= la l=C3=B3gica de los proyectos integradores, que llevan al estudiante a a= ctuar, reflexionar y reconceptualizar en un proceso continuo de mejora comp= etencial. Finalmente, el enfoque socioformativo de Tob=C3=B3n (2013) orient= a la formaci=C3=B3n hacia el desarrollo integral de competencias cognitivas= , procedimentales y actitudinales para el ejercicio =C3=A9tico y eficaz de = la enfermer=C3=ADa t=C3=A9cnica.La articulaci=C3=B3n de estas cuatro= corrientes no es aditiva sino sin=C3=A9rgica: el constructivismo fundament= a la necesidad de actividad del estudiante; el aprendizaje significativo ju= stifica la contextualizaci=C3=B3n cl=C3=ADnica; el ciclo de Kolb (1984) pro= vee la estructura procesual del proyecto integrador; y el enfoque por compe= tencias delimita los resultados de aprendizaje esperados en el perfil del e= gresado t=C3=A9cnico en enfermer=C3=ADa del ISUC.1.4. Los = proyectos integradores en la formaci=C3=B3n t=C3=A9cnica de enfermer=C3=ADa= Los proyectos integradores son dispositivos pedag=C3=B3gicos que art= iculan conocimientos de diversas asignaturas en torno a la resoluci=C3=B3n = de un problema real o simulado del campo profesional (Baque et al., 2020). = En el contexto ecuatoriano, el Proyecto Integrador de Saberes (PIS) tiene una connotaci= =C3=B3n curricular espec=C3=ADfica definida por el CES (2017) como estrateg= ia de integraci=C3=B3n horizontal del curr=C3=ADculo; se distingue conceptu= almente del Proyecto Formativo propuesto por Luna & Tob=C3=B3n (2021) c= entrado en el desarrollo de competencias complejas mediante la resoluci=C3= =B3n de problemas del contexto real y del Aprendizaje Basado en Proyectos (ABP) de tradi= ci=C3=B3n anglosajona (Kilpatrick, 1918), orientado fundamentalmente al pro= ceso de indagaci=C3=B3n colaborativa. En este trabajo, el t=C3=A9rmino "pro= yecto integrador" se emplea en el sentido de dispositivo pedag=C3=B3gico ar= ticulador de saberes, congruente con el marco normativo del CES y con el en= foque socioformativo (Luna & Tob=C3=B3n, 2021). Su eficacia en la forma= ci=C3=B3n t=C3=A9cnica en enfermer=C3=ADa fue documentada ampliamente en la= literatura reciente.Luna et al. (2023) reportan que las metodolog= =C3=ADas activas, incluyendo los proyectos integradores, favorecen la adqui= sici=C3=B3n de competencias pr=C3=A1cticas mediante la interacci=C3=B3n con= stante con problemas cl=C3=ADnicos contextualizados, desarrollando pensamie= nto cr=C3=ADtico y reflexivo para la resoluci=C3=B3n de situaciones complej= as en el =C3=A1mbito hospitalario. Sandoval et al. (2025) subrayan que la p= reparaci=C3=B3n pedag=C3=B3gica de los docentes cl=C3=ADnicos y el uso de m= =C3=A9todos innovadores son determinantes en el =C3=A9xito de los proyectos= integradores. Smolander et al. (2024) introducen la metodolog=C3=ADa Smart= Nurse, que combina tecnolog=C3=ADas digitales con aprendizaje activo para f= ortalecer la integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica en enfermer=C3=ADa,= mejorando la confianza y preparaci=C3=B3n profesional del estudiantado.</s= pan><s= pan>Qui=C3=B1ones et al. (2025) y Araya & Sotomayor (2025) a=C3=B1aden = que los proyectos integradores en formaci=C3=B3n t=C3=A9cnica superior mejo= ran el =C3=ADndice de retenci=C3=B3n estudiantil y reducen la brecha entre = las expectativas del empleador y las competencias reales de los egresados. = En la misma l=C3=ADnea, V=C3=A1squez et al. (2023) se=C3=B1alan que la inte= graci=C3=B3n curricular de estrategias para el desarrollo de habilidades en= pr=C3=A1ctica basada en la evidencia fortalece la autonom=C3=ADa y el juic= io cl=C3=ADnico del estudiantado de enfermer=C3=ADa. Desde la tradici=C3=B3= n did=C3=A1ctica latinoamericana, =C3=81lvarez (1999) conceptualiza el proc= eso docente-educativo como un sistema de relaciones entre los componentes o= bjetivo, contenido, m=C3=A9todo, medios, formas y evaluaci=C3=B3n, cuya fun= ci=C3=B3n integradora resulta plenamente operativa en los proyectos integra= dores. Addine (2004) profundiza en la did=C3=A1ctica como ciencia que funda= menta la direcci=C3=B3n del proceso de ense=C3=B1anza-aprendizaje, destacan= do el papel del docente como mediador entre el objeto de estudio y el estud= iante en formaci=C3=B3n. Asimismo, el Dise=C3=B1o Universal para el Aprendi= zaje (DUA) (Cast.org., 2018), aporta un marco operativo complementario al e= nfoque socioformativo y para el desarrollo de la simulaci=C3=B3n cl=C3=ADni= ca de alta fidelidad se adoptan los est=C3=A1ndares (INACSL Standards Commi= ttee et al., 2021).= 2. Metodolog=C3=ADaSe adopt=C3=B3 un enfoqu= e mixto predominantemente cualitativo, inscrito en el paradigma interpretat= ivo-constructivista (Hern=C3=A1ndez et al., 2014; Romero, 2025). El tipo de= investigaci=C3=B3n es descriptivo-exploratorio, de campo e institucional, = con finalidad aplicada: generar una propuesta pedag=C3=B3gica transferible = a programas t=C3=A9cnicos de enfermer=C3=ADa similares. La investigaci=C3= =B3n no es de revisi=C3=B3n bibliogr=C3=A1fica sino un estudio emp=C3=ADric= o-propositivo: a partir del diagn=C3=B3stico de campo se elabora una propue= sta de estrategia metodol=C3=B3gica sustentada en los datos recogidos direc= tamente en el ISUC.La poblaci=C3=B3n del estudio comprende la totali= dad de los actores del programa de tecnolog=C3=ADa en enfermer=C3=ADa del I= SUC de Ambato: 26 estudiantes distribuidos en tres semestres activos (11 de= primer semestre, 7 de segundo semestre y 8 de cuarto semestre) y 6 docente= s del =C3=A1rea de enfermer=C3=ADa y ciencias de la salud. Dado el tama=C3= =B1o reducido y delimitado de la poblaci=C3=B3n, se aplic=C3=B3 un censo po= blacional, eliminando el margen de error muestral (Arias, 2012). La distrib= uci=C3=B3n por g=C3=A9nero en el conjunto estudiantil es de 22 mujeres (84,= 6 %) y 4 hombres (15,4 %), con edades entre 20 y 24 a=C3=B1os. Los 6 docent= es poseen titulaci=C3=B3n de cuarto nivel y experiencia en asignaturas con = componente te=C3=B3rico-pr=C3=A1ctico; el 50 % (3 de 6) recibi=C3=B3 formac= i=C3=B3n pedag=C3=B3gica formal y el 83,3 % (5 de 6) participo previamente = en el dise=C3=B1o o implementaci=C3=B3n de proyectos integradores.</= p><span= >2.1. InstrumentosSe dise=C3=B1aron y aplicaron dos instrumen= tos originales:Cuestionario para estudian= tes: escala Likert de 5 niveles (1 =3D Nunca; 5 =3D Siempre), = organizado en cuatro secciones: (A) Integraci=C3=B3n teor=C3=ADa-pr=C3=A1ct= ica en la formaci=C3=B3n (6 =C3=ADtems); (B) Competencias del cuidado de en= fermer=C3=ADa bienestar, seguridad cl=C3=ADnica y autonom=C3=ADa del pacien= te (12 =C3=ADtems); (C) Proyectos integradores en la formaci=C3=B3n (8 =C3= =ADtems); y (D) Dificultades y sugerencias (2 preguntas abiertas). El cuest= ionario fue aplicado a los 26 estudiantes, organizados en tres grupos semes= tre.Cuestionario para docentes: <s= pan>instrumento mixto organizado en cuatro secciones: (0) Datos generales d= el docente; (A.1) Estrategias centradas en el estudiante (6 =C3=ADtems Like= rt); (A.2) Estrategias tradicionales centradas en el docente (3 =C3=ADtems = Likert); (B) Proyectos integradores dise=C3=B1o, coordinaci=C3=B3n, evaluac= i=C3=B3n y recursos (8 =C3=ADtems Likert); y (C) Preguntas abiertas sobre b= arreras, necesidades de formaci=C3=B3n docente y recomendaciones para mejor= ar la articulaci=C3=B3n teor=C3=ADa-pr=C3=A1ctica.Los instrumentos f= ueron sometidos a un proceso de validaci=C3=B3n en dos etapas. En la primer= a etapa, se realiz=C3=B3 la validaci=C3=B3n por juicio de expertos: cuatro = especialistas con formaci=C3=B3n de cuarto nivel en pedagog=C3=ADa de la fo= rmaci=C3=B3n t=C3=A9cnica y/o en ciencias de la salud evaluaron cada =C3=AD= tem seg=C3=BAn los criterios de claridad, pertinencia y coherencia, utiliza= ndo una escala de 1 a 4. El Coeficiente V de Aiken calculado para el conjun= to de =C3=ADtems arroj=C3=B3 valores entre 0,81 y 1,00, superando el umbral= m=C3=ADnimo de 0,75 recomendado en la literatura (Aiken, 1985), lo que acr= edita la validez de contenido de los instrumentos. Dado el tama=C3=B1o redu= cido de la muestra (N =3D 26 estudiantes), el an=C3=A1lisis de fiabilidad m= ediante el coeficiente alfa de Cronbach tiene limitaciones estad=C3=ADstica= s; no obstante, se calcul=C3=B3 con finalidad descriptiva, obteniendo un = =CE=B1 =3D 0,79 para el cuestionario estudiantil, valor que indica consiste= ncia interna aceptable para una escala exploratoria (George & Mallery, = 2003).2.2. ProcedimientoEl levantamiento de datos s= e realiz=C3=B3 durante el mes de marzo de 2025, en el marco del ciclo acad= =C3=A9mico 2024-2025 del ISUC. Los tres semestres activos (1=C2=B0, 2=C2=B0= y 4=C2=B0) fueron seleccionados porque constituyen la totalidad de los gru= pos matriculados en el programa de tecnolog=C3=ADa en enfermer=C3=ADa duran= te ese per=C3=ADodo. La recolecci=C3=B3n de datos se realiz=C3=B3 en los si= guientes pasos: (1) presentaci=C3=B3n del estudio y obtenci=C3=B3n de conse= ntimiento informado escrito de todos los participantes, con garant=C3=ADa d= e anonimizaci=C3=B3n de los datos estudiantiles mediante c=C3=B3digos alfan= um=C3=A9ricos; (2) aplicaci=C3=B3n simult=C3=A1nea de los cuestionarios a l= os tres grupos de estudiantes en sus respectivas aulas, durante sesiones de= 30 minutos; (3) aplicaci=C3=B3n individual del cuestionario docente a los = 6 profesores del programa; (4) sistematizaci=C3=B3n y an=C3=A1lisis de los = datos cuantitativos mediante estad=C3=ADstica descriptiva; (5) an=C3=A1lisi= s de contenido de las respuestas abiertas mediante codificaci=C3=B3n abiert= a (Strauss & Corbin, 1998). Las categor=C3=ADas emergentes fueron: D1 (= dificultad en la aplicaci=C3=B3n bajo presi=C3=B3n), D2 (demanda de simulac= i=C3=B3n), C1 (heterogeneidad de conocimientos), C2 (necesidad de formaci= =C3=B3n docente en simulaci=C3=B3n) y C3 (mejora de coordinaci=C3=B3n inter= docente). La triangulaci=C3=B3n empleada es de tipo metodol=C3=B3gico (Denz= in, 1978). El estudio cont=C3=B3 con el aval de la direcci=C3=B3n acad=C3= =A9mica del ISUC y de la tutor=C3=ADa de la Universidad Bolivariana del Ecu= ador.3.</spa= n> ResultadosEn este apartado se presentan los resultados= obtenidos mediante la aplicaci=C3=B3n de los dos instrumentos descritos en= la metodolog=C3=ADa. En primer lugar, se caracteriza a la poblaci=C3=B3n e= studiantil; a continuaci=C3=B3n, se exponen los resultados del cuestionario= estudiantil en sus secciones de integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica= , competencias del cuidado de enfermer=C3=ADa y percepci=C3=B3n sobre los p= royectos integradores, junto con las respuestas abiertas sobre dificultades= y sugerencias; finalmente, se presentan los hallazgos del cuestionario doc= ente. Los datos cuantitativos se sistematizan en tablas de frecuencias por = semestre y las respuestas cualitativas se organizan seg=C3=BAn las categor= =C3=ADas emergentes del an=C3=A1lisis de contenido.3.1. Ca= racterizaci=C3=B3n de la poblaci=C3=B3n estudiantilLos 26 estudiante= s del programa de tecnolog=C3=ADa en enfermer=C3=ADa del ISUC se distribuye= n en tres semestres activos. La Tab= la 1 resume las caracter=C3=ADsticas demogr=C3=A1ficas y de pa= rticipaci=C3=B3n en pr=C3=A1cticas preprofesionales.Tabla 1Caracterizaci=C3=B3n demogr=C3=A1fica de= los estudiantes del programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC A= mbato, 2025<table style=3D"width:100%; margin-bottom:0pt; paddin= g:0pt; border-collapse:collapse"><tr><td style=3D"width:24.9%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Semestre</td><td style=3D"widt= h:18.68%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">N Estudiantes</span= ></td><td style=3D"width:14.52%; border-top:0.75pt solid #000000; borde= r-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Femenino</td><td style=3D"width:14.52%; border-top:0.75p= t solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; verti= cal-align:top">Masculino</td><td style=3D"width:2= 7.38%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000;= padding:4pt 6pt; vertical-align:top">Pr=C3=A1cticas Preprof= esionales</td></tr><tr><td style=3D"width:24.9%; border-top:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">Primer = semestre</td><td style=3D"width:18.68%; border-top:0.75pt solid = #000000; padding:4pt 6pt; vertical-align:top">11<= /td><td style=3D"width:14.52%; border-top:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">9</td><td style=3D"widt= h:14.52%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">2</td><td style=3D"width:27.38%; border-top:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">S= =C3=AD (MSP)</td></tr><tr><td style=3D"width:24.9%; padding:4pt = 6pt; vertical-align:top">Segundo semestre</td><td s= tyle=3D"width:18.68%; padding:4pt 6pt; vertical-align:top">7= </td><td style=3D"width:14.52%; padding:4pt 6pt; vertical-align:= top">6</td><td style=3D"width:14.52%; padding:4pt= 6pt; vertical-align:top">1</td><td style=3D"widt= h:27.38%; padding:4pt 6pt; vertical-align:top">S=C3=AD (MSP)= </td></tr><tr><td style=3D"width:24.9%; padding:4pt 6pt; vertica= l-align:top">Cuarto semestre</td><td style=3D"width= :18.68%; padding:4pt 6pt; vertical-align:top">8</= td><td style=3D"width:14.52%; padding:4pt 6pt; vertical-align:top">7</td><td style=3D"width:14.52%; padding:4pt 6pt; vertica= l-align:top">1</td><td style=3D"width:27.38%; pad= ding:4pt 6pt; vertical-align:top">S=C3=AD (MSP)</= td></tr><tr><td style=3D"width:24.9%; border-bottom:0.75pt solid #000000; p= adding:4pt 6pt; vertical-align:top">TOTAL</td><td s= tyle=3D"width:18.68%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; = vertical-align:top">26</td><td style=3D"width:14.= 52%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:to= p">22 (84,6%)</td><td style=3D"width:14.52%; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">4 (15,4%)</td><td style=3D"width:27.38%; border-bottom:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">2= 6 (100%)</td></tr></table>Nota: datos del estudio ISUC Ambato, 2025.El 100 % de los estudiantes realiza sus p= r=C3=A1cticas preprofesionales en establecimientos del Ministerio de Salud = P=C3=BAblica (MSP) de Tungurahua, con edades que oscilan entre 20 y 24 a=C3= =B1os.3.2. Integraci=C3=B3n teor=C3=ADa-pr=C3=A1ctica: per= cepci=C3=B3n estudiantilLa secci=C3=B3n A del cuestionario estudiant= il explora la percepci=C3=B3n de los estudiantes sobre la articulaci=C3=B3n= entre la formaci=C3=B3n te=C3=B3rica y la pr=C3=A1ctica cl=C3=ADnica. La <= /span>Tabla 2 sistematiza los= resultados por =C3=ADtem y semestre. Los datos muestran que la gran mayor= =C3=ADa de los estudiantes, en los tres semestres, valoran positivamente la= utilidad de los conocimientos te=C3=B3ricos para las pr=C3=A1cticas (opcio= nes 4 y 5). El =C3=ADtem A5, referido a la dificultad para aplicar procedim= ientos aprendidos solo te=C3=B3ricamente, registra las respuestas m=C3=A1s = concentradas en la opci=C3=B3n 2 (pocas veces). El =C3=ADtem A4 registra la= s respuestas m=C3=A1s favorables en todos los semestres, evidenciando que l= os docentes del ISUC relacionan con frecuencia o siempre los contenidos te= =C3=B3ricos con casos cl=C3=ADnicos.<s= pan style=3D"font-weight:bold">Tabla 2Resultados de la Secci=C3=B3n A - Integraci=C3=B3n teor=C3= =ADa-pr=C3=A1ctica, por semestre <table style=3D"width:98.36%; m= argin-bottom:0pt; padding:0pt; border-collapse:collapse"><tr><td style=3D"w= idth:58.22%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0= 00000; padding:4pt 6pt; vertical-align:top">=C3=8Dtem<= /p></td><td style=3D"width:7.88%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 1 </td><td style=3D"width:6.42%; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">2 </td><td style=3D"width:4.8%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">3 </td><td style=3D"width:6.42%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">4 </td><td style= =3D"width:5.02%; border-top:0.75pt solid #000000; border-bottom:0.75pt soli= d #000000; padding:4pt 6pt; vertical-align:top">5 = </td><td style=3D"width:11.24%; border-top:0.75pt solid #000000; border-bot= tom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><spa= n>Semestre</td></tr><tr><td style=3D"width:58.22%; border-top:0.= 75pt solid #000000; padding:4pt 6pt; vertical-align:top">A1. Co= nocimientos te=C3=B3ricos =C3=BAtiles en pr=C3=A1cticas</td><td = style=3D"width:7.88%; border-top:0.75pt solid #000000; padding:4pt 6pt; ver= tical-align:top">=E2=97=8B</td><td style=3D"width:= 6.42%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.8%; border-to= p:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; border-top:0.75pt solid = #000000; padding:4pt 6pt; vertical-align:top">4</t= d><td style=3D"width:5.02%; border-top:0.75pt solid #000000; padding:4pt 6p= t; vertical-align:top">7</td><td style=3D"width:11= .24%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"= >1=C2=B0</td></tr><tr><td style=3D"width:58.22%; p= adding:4pt 6pt; vertical-align:top">A1. Conocimientos te=C3=B3r= icos =C3=BAtiles en pr=C3=A1cticas</td><td style=3D"width:7.88%;= padding:4pt 6pt; vertical-align:top">=E2=97=8B</t= d><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">2</td= ><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><sp= an>5</td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-al= ign:top">2=C2=B0</td></tr><tr><td style=3D"width:5= 8.22%; padding:4pt 6pt; vertical-align:top">A1. Conocimientos t= e=C3=B3ricos =C3=BAtiles en pr=C3=A1cticas</td><td style=3D"widt= h:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:6.42%; padding:4pt 6pt; vertical-align:top">2</= p></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">9</td><td style=3D"width:11.24%; padding:4pt 6pt; verti= cal-align:top">4=C2=B0</td></tr><tr><td style=3D"w= idth:58.22%; padding:4pt 6pt; vertical-align:top">A2. Relaciona= contenidos de asignaturas en situaciones cl=C3=ADnicas</td><td = style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertica= l-align:top">=E2=97=8B</td><td style=3D"width:4.8%= ; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= 5</td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-= align:top">6</td><td style=3D"width:11.24%; paddin= g:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><t= r><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><s= pan>A2. Relaciona contenidos de asignaturas en situaciones cl=C3=ADnicas</s= pan></td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top"= >=E2=97=8B</td><td style=3D"width:6.42%; padding:4= pt 6pt; vertical-align:top">=E2=97=8B</td><td styl= e=3D"width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">3</td><td style=3D"width:5.02%; padding:4pt= 6pt; vertical-align:top">4</td><td style=3D"width= :11.24%; padding:4pt 6pt; vertical-align:top">2=C2=B0<= /p></td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align= :top">A2. Relaciona contenidos de asignaturas en situaciones cl= =C3=ADnicas</td><td style=3D"width:7.88%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:6.= 42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</p= ></td><td style=3D"width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; = vertical-align:top">3</td><td style=3D"width:5.02%= ; padding:4pt 6pt; vertical-align:top">5</td><td s= tyle=3D"width:11.24%; padding:4pt 6pt; vertical-align:top">4= =C2=B0</td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; = vertical-align:top">A3. Coherencia aula-centros de salud= </td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top= ">3</td><td style=3D"width:5.02%; padding:4pt 6pt;= vertical-align:top">8</td><td style=3D"width:11.2= 4%; padding:4pt 6pt; vertical-align:top">1=C2=B0</= td></tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"= >A3. Coherencia aula-centros de salud</td><td style= =3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.8%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">2= </td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:t= op">5</td><td style=3D"width:11.24%; padding:4pt 6= pt; vertical-align:top">2=C2=B0</td></tr><tr><td s= tyle=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A3. = Coherencia aula-centros de salud</td><td style=3D"width:7.88%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; vertic= al-align:top">=E2=97=8B</td><td style=3D"width:6.4= 2%; padding:4pt 6pt; vertical-align:top">2</td><td= style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">6= </td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-align:= top">4=C2=B0</td></tr><tr><td style=3D"width:58.22= %; padding:4pt 6pt; vertical-align:top">A4. Docentes relacionan= teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"width:7.88= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">1</td= ><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><sp= an>10</td><td style=3D"width:11.24%; padding:4pt 6pt; vertical-a= lign:top">1=C2=B0</td></tr><tr><td style=3D"width:= 58.22%; padding:4pt 6pt; vertical-align:top">A4. Docentes relac= ionan teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"width= :7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.8%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:6.42%; padding:4pt 6pt; vertical-align:top">1</p= ></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">6</td><td style=3D"width:11.24%; padding:4pt 6pt; vertic= al-align:top">2=C2=B0</td></tr><tr><td style=3D"wi= dth:58.22%; padding:4pt 6pt; vertical-align:top">A4. Docentes r= elacionan teor=C3=ADa con casos cl=C3=ADnicos</td><td style=3D"w= idth:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</s= pan></td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top"= >=E2=97=8B</td><td style=3D"width:4.8%; padding:4p= t 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:6.42%; padding:4pt 6pt; vertical-align:top">1</span= ></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">7</td><td style=3D"width:11.24%; padding:4pt 6pt; ve= rtical-align:top">4=C2=B0</td></tr><tr><td style= =3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A5. Difi= cultad al aplicar procedimientos solo te=C3=B3ricos</td><td styl= e=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-alig= n:top">10</td><td style=3D"width:4.8%; padding:4pt= 6pt; vertical-align:top">1</td><td style=3D"width= :6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:11.24%; padding:4pt = 6pt; vertical-align:top">1=C2=B0</td></tr><tr><td = style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A5.= Dificultad al aplicar procedimientos solo te=C3=B3ricos</td><td= style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; vertica= l-align:top">6</td><td style=3D"width:4.8%; paddin= g:4pt 6pt; vertical-align:top">1</td><td style=3D"= width:6.42%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:11.24%; padding= :4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr= ><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><s= pan>A5. Dificultad al aplicar procedimientos solo te=C3=B3ricos<= /td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">7</td><td style=3D"width:4.8%; = padding:4pt 6pt; vertical-align:top">1</td><td sty= le=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:5.02%; padding:4pt 6pt; vertical-a= lign:top">=E2=97=8B</td><td style=3D"width:11.24%;= padding:4pt 6pt; vertical-align:top">4=C2=B0</td>= </tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:left; line-height:115%; font-size:9= pt">A6. Pr=C3=A1cticas consolidan conceptos te=C3=B3ricos<= /td><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">2</td><td style=3D"width:5.02%; padding:4pt 6pt; vert= ical-align:top">9</td><td style=3D"width:11.24%; p= adding:4pt 6pt; vertical-align:top">1=C2=B0</td></= tr><tr><td style=3D"width:58.22%; padding:4pt 6pt; vertical-align:top">A6. Pr=C3=A1cticas consolidan conceptos te=C3=B3ricos</t= d><td style=3D"width:7.88%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:6.42%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.8%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:6.42%; padding:4pt 6pt; vertical-align:top">1</td><td style=3D"width:5.02%; padding:4pt 6pt; vert= ical-align:top">6</td><td style=3D"width:11.24%; p= adding:4pt 6pt; vertical-align:top">2=C2=B0</td></= tr><tr><td style=3D"width:58.22%; border-bottom:0.75pt solid #000000; paddi= ng:4pt 6pt; vertical-align:top">A6. Pr=C3=A1cticas consolidan c= onceptos te=C3=B3ricos</td><td style=3D"width:7.88%; border-bott= om:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:6.42%; border-bottom:0.75pt so= lid #000000; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.8%; border-bottom:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:6.42%; border-bottom:0.75pt solid #000000; padding:4pt = 6pt; vertical-align:top">1</td><td style=3D"width:= 5.02%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">7</td><td style=3D"width:11.24%; border-botto= m:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 4=C2=B0</td></tr></table>Nota: =E2=97=8B =3D 0 = respuestas. N =3D 26 estudiantes; escala Likert 1-5 (1 nunca; 2 pocas veces= ; 3 a veces; 4 frecuentemente; 5 siempre).3.3. Competencia= s del cuidado de enfermer=C3=ADaLa Secci=C3=B3n B eval=C3=BAa tres d= imensiones del cuidado: bienestar del paciente, seguridad cl=C3=ADnica y au= tonom=C3=ADa del paciente y pensamiento cr=C3=ADtico. Las competencias de l= a dimensi=C3=B3n bienestar y seguridad cl=C3=ADnica, muestran los valores m= =C3=A1s altos: el 100 % de los estudiantes de primer semestre y porcentajes= equivalentes en segundo y cuarto reportan aplicar siempre el protocolo de = verificaci=C3=B3n de los cinco correctos y preocuparse por el confort del p= aciente. La Tabla 3 pr= esenta los resultados de los =C3=ADtems m=C3=A1s representativos.</p= >Tabla 3<= /p>Resultados seleccionados de l= a Secci=C3=B3n B - Competencias del cuidado, por semestre<table = style=3D"width:102.04%; margin-bottom:0pt; padding:0pt; border-collapse:col= lapse"><tr><td style=3D"width:63.72%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">=C3=8Dtem / Competencia</td><td style=3D"width:7.32%; bo= rder-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:= 4pt 6pt; vertical-align:top">1</td><td style=3D"wi= dth:4.7%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">2</td><td= style=3D"width:4.32%; border-top:0.75pt solid #000000; border-bottom:0.75p= t solid #000000; padding:4pt 6pt; vertical-align:top">3</span= ></td><td style=3D"width:4.72%; border-top:0.75pt solid #000000; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 4</td><td style=3D"width:4.84%; border-top:0.75pt solid #0= 00000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:= top">5</td><td style=3D"width:10.38%; border-top:0= .75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Semestre</td></tr><tr><td style= =3D"width:63.72%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">B1.1. Confort f=C3=ADsico del paciente (Bienestar)= </td><td style=3D"width:7.32%; border-top:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:4.7%; border-top:0.75pt solid #000000; padding:4pt 6pt;= vertical-align:top">=E2=97=8B</td><td style=3D"wi= dth:4.32%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">=E2=97=8B</td><td style=3D"width:4.72%; bord= er-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; border-top:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">11= </td><td style=3D"width:10.38%; border-top:0.75pt solid #000000; paddin= g:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><t= r><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><s= pan>B1.1. Confort f=C3=ADsico del paciente (Bienestar)</td><td s= tyle=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.32%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; verti= cal-align:top">7</td><td style=3D"width:10.38%; pa= dding:4pt 6pt; vertical-align:top">2=C2=B0</td></t= r><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top">B1.1. Confort f=C3=ADsico del paciente (Bienestar)</td><t= d style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical= -align:top">=E2=97=8B</td><td style=3D"width:4.32%= ; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; v= ertical-align:top">8</td><td style=3D"width:10.38%= ; padding:4pt 6pt; vertical-align:top">4=C2=B0</td= ></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:left; line-height:115%; font-size:= 9pt">B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)= </td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.7%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top= ">3</td><td style=3D"width:4.84%; padding:4pt 6pt;= vertical-align:top">8</td><td style=3D"width:10.3= 8%; padding:4pt 6pt; vertical-align:top">1=C2=B0</= td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"= >B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)</spa= n></td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:9pt">=E2=97=8B</td><td style=3D"width:4.7%; padding:4pt = 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-alig= n:top">2</td><td style=3D"width:4.84%; padding:4pt= 6pt; vertical-align:top">5</td><td style=3D"width= :10.38%; padding:4pt 6pt; vertical-align:top">2=C2=B0<= /p></td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align= :top">B2.1. Protocolos de bioseguridad (Seguridad Cl=C3=ADnica)= </td><td style=3D"width:7.32%; padding:4pt 6pt; vertical-align:t= op">=E2=97=8B</td><td style=3D"width:4.7%; padding= :4pt 6pt; vertical-align:top">=E2=97=8B</td><td st= yle=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.72%; padding:4pt 6pt; vertical-a= lign:top">2</td><td style=3D"width:4.84%; padding:= 4pt 6pt; vertical-align:top">6</td><td style=3D"wi= dth:10.38%; padding:4pt 6pt; vertical-align:top">4=C2=B0</spa= n></td></tr><tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-al= ign:top">B2.3. Verificaci=C3=B3n cinco correctos (Seguridad Cl= =C3=ADnica)</td><td style=3D"width:7.32%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 7%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.72%; padding:4pt 6pt; = vertical-align:top">=E2=97=8B</td><td style=3D"wid= th:4.84%; padding:4pt 6pt; vertical-align:top">11<= /td><td style=3D"width:10.38%; padding:4pt 6pt; vertical-align:top">1=C2=B0</td></tr><tr><td style=3D"width:63.72%; padding:4= pt 6pt; vertical-align:top">B2.3. Verificaci=C3=B3n cinco corre= ctos (Seguridad Cl=C3=ADnica)</td><td style=3D"width:7.32%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:4.7%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.32%; padding:4pt 6pt; vertica= l-align:top">=E2=97=8B</td><td style=3D"width:4.72= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:4.84%; padding:4pt 6pt; vertical-align:top">= 7</td><td style=3D"width:10.38%; padding:4pt 6pt; vertical= -align:top">2=C2=B0</td></tr><tr><td style=3D"widt= h:63.72%; padding:4pt 6pt; vertical-align:top">B2.3. Verificaci= =C3=B3n cinco correctos (Seguridad Cl=C3=ADnica)</td><td style= =3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-align= :top">=E2=97=8B</td><td style=3D"width:4.32%; padd= ing:4pt 6pt; vertical-align:top">=E2=97=8B</td><td= style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.84%; padding:4pt 6pt; vertica= l-align:top">8</td><td style=3D"width:10.38%; padd= ing:4pt 6pt; vertical-align:top">4=C2=B0</td></tr>= <tr><td style=3D"width:63.72%; padding:4pt 6pt; vertical-align:top"><= span>B3.2. B=C3=BAsqueda de informaci=C3=B3n ante situaci=C3=B3n desconocid= a (Autonom=C3=ADa)</td><td style=3D"width:7.32%; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.7%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</sp= an></td><td style=3D"width:4.32%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.72%; padding:4p= t 6pt; vertical-align:top">1</td><td style=3D"widt= h:4.84%; padding:4pt 6pt; vertical-align:top">10</= td><td style=3D"width:10.38%; padding:4pt 6pt; vertical-align:top">= 1=C2=B0</td></tr><tr><td style=3D"width:63.72%; padding:4p= t 6pt; vertical-align:top">B3.2. B=C3=BAsqueda de informaci=C3= =B3n ante situaci=C3=B3n desconocida (Autonom=C3=ADa)</td><td st= yle=3D"width:7.32%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:4.7%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.32%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.72%; padding:4pt 6pt; vertical-align:top"><spa= n>1</td><td style=3D"width:4.84%; padding:4pt 6pt; vertical-alig= n:top">6</td><td style=3D"width:10.38%; padding:4p= t 6pt; vertical-align:top">2=C2=B0</td></tr><tr><t= d style=3D"width:63.72%; border-bottom:0.75pt solid #000000; padding:4pt 6p= t; vertical-align:top">B3.2. B=C3=BAsqueda de informaci=C3=B3n = ante situaci=C3=B3n desconocida (Autonom=C3=ADa)</td><td style= =3D"width:7.32%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 7%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.32%; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.72%; border-bottom:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">1</spa= n></td><td style=3D"width:4.84%; border-bottom:0.75pt solid #000000; pa= dding:4pt 6pt; vertical-align:top">7</td><td style= =3D"width:10.38%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">4=C2=B0</td></tr></table>Nota= : =E2=97=8B =3D 0 respuestas, N =3D 26; escala Likert 1-5 (1 n= unca; 2 pocas veces; 3 a veces; 4 frecuentemente; 5 siempre). Percepci= =C3=B3n sobre los proyectos integradoresLa secci=C3=B3n C eval=C3=BA= a la percepci=C3=B3n sobre la implementaci=C3=B3n y el impacto de los proye= ctos integradores en la formaci=C3=B3n. Los resultados de la Tabla 4 revelan datos de alta consis= tencia entre los tres semestres. El =C3=ADtem C1 (proyectos integradores qu= e articulan asignaturas en torno a un problema cl=C3=ADnico) y el =C3=ADtem= C6 (necesidad de mayor frecuencia de aplicaci=C3=B3n) concentran el 100 % = de las respuestas en el valor m=C3=A1ximo (5 =3D siempre) en los tres grupo= s.Tab= la 4Resultados de la = Secci=C3=B3n C - Proyectos integradores, por semestre <table sty= le=3D"width:99.16%; margin-bottom:0pt; padding:0pt; border-collapse:collaps= e"><tr><td style=3D"width:63.88%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =C3=8Dtem</td><td style=3D"width:6.36%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">1</td><td style=3D"width:4.98%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">2</td><td style=3D"width= :4.14%; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000= ; padding:4pt 6pt; vertical-align:top">3</td><td s= tyle=3D"width:4.98%; border-top:0.75pt solid #000000; border-bottom:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">4<= /p></td><td style=3D"width:4.98%; border-top:0.75pt solid #000000; border-b= ottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= 5</td><td style=3D"width:10.68%; border-top:0.75pt solid #= 000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align= :top">Semestre</td></tr><tr><td style=3D"width:63.= 88%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= C1. Proyectos integradores articulan asignaturas</td= ><td style=3D"width:6.36%; border-top:0.75pt solid #000000; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.98%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.14%; bor= der-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; border-top:0.75pt = solid #000000; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.98%; border-top:0.75pt solid #000000; = padding:4pt 6pt; vertical-align:top">11</td><td st= yle=3D"width:10.68%; border-top:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">1=C2=B0</td></tr><tr><td style=3D"= width:63.88%; padding:4pt 6pt; vertical-align:top">C1. Proyecto= s integradores articulan asignaturas</td><td style=3D"width:6.36= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">7</td><td style=3D"width:10.68%; padding:4pt 6pt; ve= rtical-align:top">2=C2=B0</td></tr><tr><td style= =3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C1. Proy= ectos integradores articulan asignaturas</td><td style=3D"width:= 6.36%; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top= ">8</td><td style=3D"width:10.68%; padding:4pt 6pt= ; vertical-align:top">4=C2=B0</td></tr><tr><td sty= le=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C2. Ay= udan a comprender aplicaci=C3=B3n en situaciones cl=C3=ADnicas</= td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">11</td><td style=3D"width:4.98%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :10.68%; padding:4pt 6pt; vertical-align:top">1=C2=B0<= /p></td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align= :top">C2. Ayudan a comprender aplicaci=C3=B3n en situaciones cl= =C3=ADnicas</td><td style=3D"width:6.36%; padding:4pt 6pt; verti= cal-align:top">=E2=97=8B</td><td style=3D"width:4.= 98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</p= ></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt;= vertical-align:top">7</td><td style=3D"width:4.98= %; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4= pt 6pt; vertical-align:top">C2. Ayudan a comprender aplicaci=C3= =B3n en situaciones cl=C3=ADnicas</td><td style=3D"width:6.36%; = padding:4pt 6pt; vertical-align:top">=E2=97=8B</td= ><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><sp= an>=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6pt; vert= ical-align:top">=E2=97=8B</td><td style=3D"width:4= .98%; padding:4pt 6pt; vertical-align:top">8</td><= td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:10.68%; padding:4pt 6pt; verti= cal-align:top">4=C2=B0</td></tr><tr><td style=3D"w= idth:63.88%; padding:4pt 6pt; vertical-align:top">C3. Desarroll= an trabajo en equipo y colaboraci=C3=B3n</td><td style=3D"width:= 6.36%; padding:4pt 6pt; vertical-align:top">=E2=97=8B<= /p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.14%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">11</= p></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:10.68%; padding:4pt 6p= t; vertical-align:top">1=C2=B0</td></tr><tr><td st= yle=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">C3. D= esarrollan trabajo en equipo y colaboraci=C3=B3n</td><td style= =3D"width:6.36%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-alig= n:top">=E2=97=8B</td><td style=3D"width:4.14%; pad= ding:4pt 6pt; vertical-align:top">=E2=97=8B</td><t= d style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">= 7</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:= top">=E2=97=8B</td><td style=3D"width:10.68%; padd= ing:4pt 6pt; vertical-align:top">2=C2=B0</td></tr>= <tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align:top"><= span>C3. Desarrollan trabajo en equipo y colaboraci=C3=B3n</td><= td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top"><span= >=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertic= al-align:top">=E2=97=8B</td><td style=3D"width:4.1= 4%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">8</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical= -align:top">=E2=97=8B</td><td style=3D"width:10.68= %; padding:4pt 6pt; vertical-align:top">4=C2=B0</t= d></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align:top">= C5. Docentes gu=C3=ADan adecuadamente los proyectos<= /td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</span= ></td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">11</td><td style=3D"width:4.98%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :10.68%; padding:4pt 6pt; vertical-align:top">1=C2=B0<= /p></td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; vertical-align= :top">C5. Docentes gu=C3=ADan adecuadamente los proyectos</span= ></td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-align:top"><p= style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-size= :9pt">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt = 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:4.98%; padding:4pt 6pt; vertical-alig= n:top">7</td><td style=3D"width:4.98%; padding:4pt= 6pt; vertical-align:top">=E2=97=8B</td><td style= =3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2= =B0</td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt; ver= tical-align:top">C5. Docentes gu=C3=ADan adecuadamente los proy= ectos</td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-al= ign:top">=E2=97=8B</td><td style=3D"width:4.98%; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top"><spa= n>=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; verti= cal-align:top">8</td><td style=3D"width:4.98%; pad= ding:4pt 6pt; vertical-align:top">=E2=97=8B</td><t= d style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top"><span= >4=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4pt 6pt= ; vertical-align:top">C6. Deber=C3=ADan aplicarse con mayor fre= cuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; vertical-= align:top">=E2=97=8B</td><td style=3D"width:4.98%;= padding:4pt 6pt; vertical-align:top">=E2=97=8B</t= d><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt; v= ertical-align:top">=E2=97=8B</td><td style=3D"widt= h:4.98%; padding:4pt 6pt; vertical-align:top">11</= td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">= 1=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:4p= t 6pt; vertical-align:top">C6. Deber=C3=ADan aplicarse con mayo= r frecuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; vert= ical-align:top">=E2=97=8B</td><td style=3D"width:4= .98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= p></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6pt= ; vertical-align:top">=E2=97=8B</td><td style=3D"w= idth:4.98%; padding:4pt 6pt; vertical-align:top">7= </td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">2=C2=B0</td></tr><tr><td style=3D"width:63.88%; padding:= 4pt 6pt; vertical-align:top">C6. Deber=C3=ADan aplicarse con ma= yor frecuencia</td><td style=3D"width:6.36%; padding:4pt 6pt; ve= rtical-align:top">=E2=97=8B</td><td style=3D"width= :4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B= </td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.98%; padding:4pt 6pt; vertical-align:top">8</= p></td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:top">4=C2=B0</td></tr><tr><td style=3D"width:63.88%; paddin= g:4pt 6pt; vertical-align:top">C8. Falta de tiempo limita parti= cipaci=C3=B3n activa</td><td style=3D"width:6.36%; padding:4pt 6= pt; vertical-align:top">=E2=97=8B</td><td style=3D= "width:4.98%; padding:4pt 6pt; vertical-align:top">11<= /p></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</td><td style=3D"width:4.98%; padding:4pt 6p= t; vertical-align:top">=E2=97=8B</td><td style=3D"= width:4.98%; padding:4pt 6pt; vertical-align:top">=E2=97=8B</= span></td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-align:to= p">1=C2=B0</td></tr><tr><td style=3D"width:63.88%;= padding:4pt 6pt; vertical-align:top">C8. Falta de tiempo limit= a participaci=C3=B3n activa</td><td style=3D"width:6.36%; paddin= g:4pt 6pt; vertical-align:top">=E2=97=8B</td><td s= tyle=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">7</= span></td><td style=3D"width:4.14%; padding:4pt 6pt; vertical-align:top= ">=E2=97=8B</td><td style=3D"width:4.98%; padding:= 4pt 6pt; vertical-align:top">=E2=97=8B</td><td sty= le=3D"width:4.98%; padding:4pt 6pt; vertical-align:top">=E2= =97=8B</td><td style=3D"width:10.68%; padding:4pt 6pt; vertical-= align:top">2=C2=B0</td></tr><tr><td style=3D"width= :63.88%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-alig= n:top">C8. Falta de tiempo limita participaci=C3=B3n activa</sp= an></td><td style=3D"width:6.36%; border-bottom:0.75pt solid #000000; p= adding:4pt 6pt; vertical-align:top">=E2=97=8B</td>= <td style=3D"width:4.98%; border-bottom:0.75pt solid #000000; padding:4pt 6= pt; vertical-align:top">8</td><td style=3D"width:4= .14%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:t= op">=E2=97=8B</td><td style=3D"width:4.98%; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= =E2=97=8B</td><td style=3D"width:4.98%; border-bottom:0.75= pt solid #000000; padding:4pt 6pt; vertical-align:top">=E2=97= =8B</td><td style=3D"width:10.68%; border-bottom:0.75pt solid #0= 00000; padding:4pt 6pt; vertical-align:top">4=C2=B0</p= ></td></tr></table>Nota: =E2=97=8B =3D 0 respuestas, N =3D= 26; escala Likert 1-5 (1 nunca; 2 pocas veces; 3 a veces; 4 frecuentemente= ; 5 siempre).3.4.= Dificultades y sugerencias estudiantiles= (respuestas abiertas)D1. Mayor dificulta= d en las pr=C3=A1cticas: el 100 % de los estudiantes de los tr= es semestres coincidieron en se=C3=B1alar que "aplicar la teor=C3=ADa en un= entorno real y bajo presi=C3=B3n es lo m=C3=A1s complicado". Esta respuest= a un=C3=A1nime confirma la necesidad de estrategias pedag=C3=B3gicas que si= mulen con mayor fidelidad las condiciones de trabajo real.D2. Sugerencia de mejora: el 100 % de los est= udiantes de los tres semestres recomendaron "incrementar el uso de laborato= rios y equipos cl=C3=ADnicos", se=C3=B1alando la simulaci=C3=B3n cl=C3=ADni= ca como el recurso pedag=C3=B3gico que m=C3=A1s potenciar=C3=ADa su prepara= ci=C3=B3n para las pr=C3=A1cticas preprofesionales.3.5. Re= sultados del cuestionario docenteEl an=C3=A1lisis de los cuestionari= os aplicados a los 6 docentes del programa arroja hallazgos complementarios= y consistentes con la percepci=C3=B3n estudiantil. La Tabla 5 sintetiza el perfil del cuerpo d= ocente.Tabla 5Perfil del c= uerpo docente del programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC Amba= to <table style=3D"width:98.6%; margin-bottom:0pt; padding:0pt; = border-collapse:collapse"><tr><td style=3D"width:10.02%; border-top:0.75pt = solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertica= l-align:top">Docente</td><td style=3D"width:10.92%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">T=C3=ADtulo</td><= td style=3D"width:51.76%; border-top:0.75pt solid #000000; border-bottom:0.= 75pt solid #000000; padding:4pt 6pt; vertical-align:top">Asig= natura(s)</td><td style=3D"width:13.04%; border-top:0.75pt solid= #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-ali= gn:top">Formaci=C3=B3n Pedag=C3=B3gica</td><td sty= le=3D"width:14.26%; border-top:0.75pt solid #000000; border-bottom:0.75pt s= olid #000000; padding:4pt 6pt; vertical-align:top">Proyectos = Integradores</td></tr><tr><td style=3D"= width:10.02%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-al= ign:top">D01</td><td style=3D"width:10.92%; border= -top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top"><sp= an>4to Nivel</td><td style=3D"width:51.76%; border-top:0.75pt so= lid #000000; padding:4pt 6pt; vertical-align:top">Anatom=C3=ADa= / Morfolog=C3=ADa</td><td style=3D"width:13.04%; border-top:0.7= 5pt solid #000000; padding:4pt 6pt; vertical-align:top">S=C3= =AD</td><td style=3D"width:14.26%; border-top:0.75pt solid #0000= 00; padding:4pt 6pt; vertical-align:top">S=C3=AD</= td></tr><tr><td style=3D"width:10.02%; padding:4pt 6pt; vertical-align:top"= >D02</td><td style=3D"width:10.92%; padding:4pt 6p= t; vertical-align:top">4to Nivel</td><td style=3D"= width:51.76%; padding:4pt 6pt; vertical-align:top">Fundamentos = de Enfermer=C3=ADa / Cuidados Cr=C3=ADticos</td><td style=3D"wid= th:13.04%; padding:4pt 6pt; vertical-align:top">S=C3=AD</span= ></td><td style=3D"width:14.26%; padding:4pt 6pt; vertical-align:top"><= p style=3D"margin-bottom:0pt; text-align:center; line-height:115%; font-siz= e:9pt">S=C3=AD</td></tr><tr><td style=3D"width:10.02%; pad= ding:4pt 6pt; vertical-align:top">D03</td><td styl= e=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">4to N= ivel</td><td style=3D"width:51.76%; padding:4pt 6pt; vertical-al= ign:top">Semiolog=C3=ADa / Enfermer=C3=ADa de la Mujer</= p></td><td style=3D"width:13.04%; padding:4pt 6pt; vertical-align:top">No</td><td style=3D"width:14.26%; padding:4pt 6pt; ver= tical-align:top">No</td></tr><tr><td style=3D"widt= h:10.02%; padding:4pt 6pt; vertical-align:top">D04= </td><td style=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">4to Nivel</td><td style=3D"width:51.76%; padding:4pt 6pt= ; vertical-align:top">Primeros Auxilios</td><td styl= e=3D"width:13.04%; padding:4pt 6pt; vertical-align:top">S=C3= =AD</td><td style=3D"width:14.26%; padding:4pt 6pt; vertical-ali= gn:top">S=C3=AD</td></tr><tr><td style=3D"width:10= .02%; padding:4pt 6pt; vertical-align:top">D05</td= ><td style=3D"width:10.92%; padding:4pt 6pt; vertical-align:top">= 4to Nivel</td><td style=3D"width:51.76%; padding:4pt 6pt; = vertical-align:top">Enfermer=C3=ADa por Ciclos de Vida / Enferm= er=C3=ADa Quir=C3=BArgica</td><td style=3D"width:13.04%; padding= :4pt 6pt; vertical-align:top">No</td><td style=3D"= width:14.26%; padding:4pt 6pt; vertical-align:top">S=C3=AD</s= pan></td></tr><tr><td style=3D"width:10.02%; border-bottom:0.75pt solid= #000000; padding:4pt 6pt; vertical-align:top">D06= </td><td style=3D"width:10.92%; border-bottom:0.75pt solid #000000; padding= :4pt 6pt; vertical-align:top">4to Nivel</td><td st= yle=3D"width:51.76%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; v= ertical-align:top">Bio=C3=A9tica</td><td style=3D"wi= dth:13.04%; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-a= lign:top">No</td><td style=3D"width:14.26%; border= -bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">= S=C3=AD</td></tr></table>Nota: datos del = estudio ISUC Ambato, 2025, N =3D 6 docentesEl 100 % de los docentes = posee titulaci=C3=B3n de cuarto nivel. El 50 % (3 de 6) recibieron formaci= =C3=B3n pedag=C3=B3gica formal y el 83,3 % (5 de 6) participo en el dise=C3= =B1o o implementaci=C3=B3n de proyectos integradores. Los resultados del cu= estionario docente evidencian un perfil pedag=C3=B3gico s=C3=B3lido y orien= tado hacia las metodolog=C3=ADas activas: el 100 % de los docentes reporta = siempre proponer actividades que relacionen teor=C3=ADa con casos cl=C3=ADn= icos, implementar metodolog=C3=ADas activas, fomentar el trabajo colaborati= vo y promover la metacognici=C3=B3n.3.6. Barreras y recome= ndaciones docentes (respuestas abiertas)C= 1. Principal barrera: "diferencias en el nivel de conocimiento= s de los estudiantes". Esta heterogeneidad formativa dificulta dise=C3=B1ar= proyectos con un nivel de complejidad adecuado para todos los participante= s del grupo.C2. Necesidad de formaci=C3= =B3n docente: "formaci=C3=B3n en el uso de simulaci=C3=B3n cl= =C3=ADnica y herramientas tecnol=C3=B3gicas". El 100 % de los docentes iden= tifica la simulaci=C3=B3n cl=C3=ADnica como la competencia pedag=C3=B3gica = m=C3=A1s necesaria.C3. Recomendaci=C3=B3n= para mejorar la articulaci=C3=B3n: "mejorar la coordinaci=C3= =B3n entre docentes y escenarios de pr=C3=A1ctica". Esta recomendaci=C3=B3n= apunta a una necesidad estructural del programa: la articulaci=C3=B3n sist= em=C3=A1tica entre el trabajo de aula y los escenarios cl=C3=ADnicos del MS= P de Tungurahua.3.7.</sp= an> Propuesta pedag=C3=B3gica<= p class=3D"ListParagraph" style=3D"margin-left:36pt; margin-bottom:0pt; tex= t-indent:-18pt; text-align:left; line-height:115%; font-size:12pt"><s= pan>a) Fundamentaci=C3=B3nA partir del diagn=C3=B3st= ico emp=C3=ADrico realizado con los 26 estudiantes y los 6 docentes del ISU= C, se dise=C3=B1a una propuesta de estrategia pedag=C3=B3gica basada en pro= yectos integradores que responde de manera espec=C3=ADfica a las debilidade= s identificadas: (1) la necesidad de mayor acceso a simulaci=C3=B3n cl=C3= =ADnica, se=C3=B1alada de manera un=C3=A1nime por estudiantes y docentes; (= 2) la necesidad de mejorar la coordinaci=C3=B3n interdocente para articular= proyectos que integren m=C3=A1s de una asignatura; y (3) la heterogeneidad= en el nivel de conocimientos previos del estudiantado. La propuesta se fun= damenta en la articulaci=C3=B3n te=C3=B3rica del constructivismo (Piaget, 1= 972), el aprendizaje significativo (Ausubel, 1980), el ciclo de Kolb (1984)= y el enfoque socioformativo (Tob=C3=B3n, 2013), y se alinea con los requer= imientos del perfil de egreso del t=C3=A9cnico en enfermer=C3=ADa estableci= do por el CES (2017) y el MSP del Ecuador.b)<= span style=3D"width:8pt; font:7pt 'Times New Roman'; display:inline-block">= Estructur= a de la propuestaLa estrategia se organiza en cuatro fases intercone= ctadas que responden al ciclo de Kolb (1984) y a las necesidades diagn=C3= =B3sticas identificadas, como se muestra en la Tabla 6.<span= style=3D"font-weight:bold">Tabla 6Estructura de la propuesta pedag=C3=B3gica basada en proyecto= s integradores para el programa de tecnolog=C3=ADa en enfermer=C3=ADa, ISUC= Ambato<table style=3D"width:100%; margin-bottom:0pt; padding:0p= t; border-collapse:collapse"><tr><td style=3D"width:20.76%; border-top:0.75= pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt 6pt; vert= ical-align:top">Fase</td><td style=3D"width:26.42%= ; border-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padd= ing:4pt 6pt; vertical-align:top">Actividades principales</spa= n></td><td style=3D"width:26.42%; border-top:0.75pt solid #000000; bord= er-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Recursos requeridos</td><td style=3D"width:26.42%; borde= r-top:0.75pt solid #000000; border-bottom:0.75pt solid #000000; padding:4pt= 6pt; vertical-align:top">Indicador de logro</td><= /tr><tr><td style=3D"width:20.76%; border-top:0.75pt solid #000000; padding= :4pt 6pt; vertical-align:top">Fase 1: Diagn=C3=B3stico particip= ativo</td><td style=3D"width:26.42%; border-top:0.75pt solid #00= 0000; padding:4pt 6pt; vertical-align:top">Identificaci=C3=B3n = colaborativa de problemas cl=C3=ADnicos reales del contexto del MSP de Tung= urahua; an=C3=A1lisis de brechas competenciales por semestre.</t= d><td style=3D"width:26.42%; border-top:0.75pt solid #000000; padding:4pt 6= pt; vertical-align:top">Fichas de campo, reuni=C3=B3n interdoce= nte, datos epidemiol=C3=B3gicos del MSP.</td><td style=3D"width:= 26.42%; border-top:0.75pt solid #000000; padding:4pt 6pt; vertical-align:to= p">Problema cl=C3=ADnico contextualizado, definido y consensuad= o.</td></tr><tr><td style=3D"width:20.76%; padding:4pt 6pt; vert= ical-align:top">Fase 2: Planificaci=C3=B3n colaborativa<= /p></td><td style=3D"width:26.42%; padding:4pt 6pt; vertical-align:top">Dise=C3=B1o del proyecto integrador con articulaci=C3=B3n de 2 o m= =C3=A1s asignaturas; distribuci=C3=B3n de roles docente-estudiante; definic= i=C3=B3n de criterios de evaluaci=C3=B3n.</td><td style=3D"width= :26.42%; padding:4pt 6pt; vertical-align:top">Reuni=C3=B3n de c= oordinaci=C3=B3n docente, malla curricular del ISUC, r=C3=BAbrica de evalua= ci=C3=B3n.</td><td style=3D"width:26.42%; padding:4pt 6pt; verti= cal-align:top">Plan de proyecto aprobado con firma de al menos = 2 docentes.</td></tr><tr><td style=3D"width:20.76%; padding:4pt = 6pt; vertical-align:top">Fase 3: Ejecuci=C3=B3n con simulaci=C3= =B3n cl=C3=ADnica</td><td style=3D"width:26.42%; padding:4pt 6pt= ; vertical-align:top">Desarrollo del proyecto en laboratorio de= simulaci=C3=B3n y/o centros de salud del MSP; trabajo colaborativo por equ= ipos; retroalimentaci=C3=B3n docente continua.</td><td style=3D"= width:26.42%; padding:4pt 6pt; vertical-align:top">Laboratorio = de simulaci=C3=B3n, equipos cl=C3=ADnicos, tutores en pr=C3=A1ctica preprof= esional.</td><td style=3D"width:26.42%; padding:4pt 6pt; vertica= l-align:top">Carpeta de evidencias del proceso; r=C3=BAbrica co= mpletada.</td></tr><tr><td style=3D"width:20.76%; border-bottom:= 0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Fase= 4: Evaluaci=C3=B3n reflexiva</td><td style=3D"width:26.42%; bor= der-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">Autoevaluaci=C3=B3n, coevaluaci=C3=B3n y heteroevaluaci=C3=B3n; sesi= =C3=B3n de reflexi=C3=B3n metacognitiva sobre el proceso; retroalimentaci= =C3=B3n docente estructurada.</td><td style=3D"width:26.42%; bor= der-bottom:0.75pt solid #000000; padding:4pt 6pt; vertical-align:top">R=C3=BAbrica reflexiva, diario de aprendizaje, sesi=C3=B3n grupal de= cierre.</td><td style=3D"width:26.42%; border-bottom:0.75pt sol= id #000000; padding:4pt 6pt; vertical-align:top">Informe reflex= ivo individual; ajuste del siguiente proyecto.</td></tr></table>= 3.8. Ejemplo de proyecto integrador contextualizado<= /span>= Un proyecto protot=C3=ADpico para el segundo semestre podr=C3=ADa art= icular las asignaturas Fundamentos de Enfermer=C3=ADa y Semiolog=C3=ADa en = torno al problema cl=C3=ADnico: "Prevenci=C3=B3n de Infecciones Asociadas a= la Atenci=C3=B3n en Salud (IAAS), en el Hospital Provincial Docente Ambato= ". Los estudiantes, en equipos de 3-4, identificar=C3=ADan factores de ries= go en su escenario de pr=C3=A1ctica preprofesional, dise=C3=B1ar=C3=ADan un= protocolo de intervenci=C3=B3n basado en los cinco correctos y lo evaluar= =C3=ADan mediante simulaci=C3=B3n cl=C3=ADnica antes de su aplicaci=C3=B3n = real.3.9.Condiciones institucionales para la implementaci= =C3=B3nLa viabilidad de la propuesta requiere: (1) institucionalizac= i=C3=B3n en el plan curricular del ISUC de al menos un proyecto integrador = por semestre; (2) inversi=C3=B3n en el fortalecimiento del laboratorio de s= imulaci=C3=B3n cl=C3=ADnica; (3) programa de formaci=C3=B3n docente en simu= laci=C3=B3n cl=C3=ADnica y herramientas tecnol=C3=B3gicas; y (4) establecim= iento de protocolos de coordinaci=C3=B3n entre el ISUC y los centros de sal= ud del MSP de Tungurahua. Entre los riesgos institucionales identificados d= estacan la posible resistencia al cambio evaluativo entre el profesorado, l= a rotaci=C3=B3n docente, y la dependencia de recursos de simulaci=C3=B3n cu= ya adquisici=C3=B3n requiere financiamiento externo.3.10. = ; &#= xa0; Validaci=C3=B3n por cri= terio de especialistasDado que la implementaci=C3=B3n piloto de la p= ropuesta no fue viable dentro del per=C3=ADodo acad=C3=A9mico de la maestr= =C3=ADa, se realiz=C3=B3 una validaci=C3=B3n intermedia mediante criterio d= e especialistas siguiendo un formato Delphi simplificado (Linstone & Tu= roff, 1975). Cuatro expertos evaluaron la propuesta en cinco dimensiones: p= ertinencia del dise=C3=B1o; coherencia interna; alineaci=C3=B3n con el perf= il de egreso del t=C3=A9cnico en enfermer=C3=ADa del MSP; viabilidad instit= ucional; y aplicabilidad de los indicadores de logro. Los coeficientes V de= Aiken calculados por dimensi=C3=B3n oscilaron entre 0,83 y 1,00, superando= el umbral de 0,75 (Aiken, 1985), lo que acredita la validez de contenido d= e la propuesta pedag=C3=B3gica. Las observaciones de los expertos fueron in= corporadas en la versi=C3=B3n definitiva.4. </spa= n>Discusi=C3=B3n= Los = resultados del diagn=C3=B3stico en el ISUC de Ambato confirman y ampl=C3=AD= an los hallazgos de la literatura internacional sobre la eficacia de los pr= oyectos integradores en la formaci=C3=B3n t=C3=A9cnica de enfermer=C3=ADa. = El dato m=C3=A1s contundente del estudio es la unanimidad de la demanda est= udiantil y docente: el 100 % de los 26 estudiantes reclama mayor frecuencia= de aplicaci=C3=B3n de proyectos integradores y mayor acceso a laboratorios= de simulaci=C3=B3n, mientras que el 100 % de los 6 docentes identifica la = necesidad de formaci=C3=B3n en simulaci=C3=B3n cl=C3=ADnica. La homogeneida= d extrema de las respuestas en m=C3=BAltiples =C3=ADtems (100 % en valores = 4 o 5) debe interpretarse con cautela: si bien puede reflejar una percepci= =C3=B3n genuinamente positiva, no puede descartarse la influencia de un ses= go de deseabilidad social.Estos hallazgos son consistentes con lo re= portado por Luna et al. (2023) quienes se=C3=B1alan que los estudiantes de = enfermer=C3=ADa reconocen la simulaci=C3=B3n cl=C3=ADnica como el ambiente = de aprendizaje que m=C3=A1s contribuye a la transferencia de conocimientos = a situaciones reales. La demanda de mayor coordinaci=C3=B3n interdocente se= alinea con las recomendaciones de Sandoval et al. (2025) quienes subrayan = que la articulaci=C3=B3n horizontal del curr=C3=ADculo es condici=C3=B3n ne= cesaria para que los proyectos integradores produzcan aprendizajes signific= ativos.Un hallazgo espec=C3=ADfico de este estudio es la aparente pa= radoja entre la autopercepci=C3=B3n docente y los datos cuantitativos: el 1= 00 % de los docentes reporta implementar siempre metodolog=C3=ADas activas,= pero el 66,7 % tambi=C3=A9n admite evaluar frecuentemente mediante ex=C3= =A1menes de conocimientos te=C3=B3ricos memorizados. Esta coexistencia de l= =C3=B3gicas pedag=C3=B3gicas contradictorias constituye una tensi=C3=B3n qu= e la propuesta pedag=C3=B3gica deber=C3=A1 atender expl=C3=ADcitamente.</sp= an><sp= an>La dificultad se=C3=B1alada por el 100 % de los estudiantes "aplicar la = teor=C3=ADa en un entorno real y bajo presi=C3=B3n" coincide con lo documen= tado por Smolander et al. (2024): la presi=C3=B3n asistencial del entorno c= l=C3=ADnico real activa mecanismos cognitivos de estr=C3=A9s que bloquean l= a recuperaci=C3=B3n de conocimientos aprendidos en condiciones de baja tens= i=C3=B3n. La simulaci=C3=B3n cl=C3=ADnica de alta fidelidad es, en la liter= atura actual, el dispositivo pedag=C3=B3gico m=C3=A1s eficaz para entrenar = la gesti=C3=B3n de esta presi=C3=B3n (Araya & Sotomayor, 2025), alinead= a con los est=C3=A1ndares internacionales INACSL Standards Committee et al.= (2021). En t=C3=A9rminos de limitaciones, el tama=C3=B1o de las pob= laciones estudiadas N(estudiantes) =3D 26 y N(docentes) =3D 6, y el context= o espec=C3=ADfico del ISUC de Ambato restringen la generalizaci=C3=B3n dire= cta de los hallazgos. Sin embargo, la densidad descriptiva del contexto y l= a coherencia de los datos con la literatura regional hacen que los resultad= os sean transferibles a programas t=C3=A9cnicos de enfermer=C3=ADa similare= s de la Sierra Centro ecuatoriana.5. <span= style=3D"font-weight:bold; color:#767171">Conclusiones<ul style= =3D"margin:0pt; padding-left:0pt"><li class=3D"ListParagraph" style=3D"marg= in-left:17.63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; = font-family:serif; font-size:12pt">El diagn=C3=B3stico emp=C3=ADrico realizado con los 26 estudiantes y = los 6 docentes del programa de tecnolog=C3=ADa en enfermer=C3=ADa del ISUC = de Ambato confirma que los proyectos integradores son valorados de manera p= ositiva y un=C3=A1nime como estrategia pedag=C3=B3gica que favorece la arti= culaci=C3=B3n entre la teor=C3=ADa y la pr=C3=A1ctica cl=C3=ADnica. Los dat= os cuantitativos y cualitativos apuntan de manera convergente hacia dos nec= esidades institucionales prioritarias: el fortalecimiento del laboratorio d= e simulaci=C3=B3n cl=C3=ADnica y la mejora de la coordinaci=C3=B3n interdoc= ente para el dise=C3=B1o articulado de proyectos que integren m=C3=A1s de u= na asignatura.</li><li class=3D"ListParagraph" style=3D"margin-left:= 17.63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; font-fam= ily:serif; font-size:12pt">La= propuesta pedag=C3=B3gica dise=C3=B1ada a partir de este diagn=C3=B3stico,= organizada en cuatro fases: diagn=C3=B3stico participativo, planificaci=C3= =B3n colaborativa, ejecuci=C3=B3n con simulaci=C3=B3n cl=C3=ADnica y evalua= ci=C3=B3n reflexiva responde directamente a las brechas identificadas y se = fundamenta en la articulaci=C3=B3n te=C3=B3rica del constructivismo, el apr= endizaje significativo, el ciclo de Kolb y el enfoque socioformativo por co= mpetencias.</li><li class=3D"ListParagraph" style=3D"margin-left:17.= 63pt; margin-bottom:0pt; line-height:115%; padding-left:3.67pt; font-family= :serif; font-size:12pt">El ar= t=C3=ADculo aporta evidencia emp=C3=ADrica original sobre la percepci=C3=B3= n de estudiantes y docentes de un instituto t=C3=A9cnico de enfermer=C3=ADa= ecuatoriano respecto a los proyectos integradores, contribuyendo a llenar = un vac=C3=ADo en la literatura sobre metodolog=C3=ADas activas en la formac= i=C3=B3n t=C3=A9cnica superior de salud en el Ecuador. Como proyecci=C3=B3n= investigativa, se recomienda la implementaci=C3=B3n piloto de la propuesta= en el ISUC durante el ciclo acad=C3=A9mico 2025-2026, con evaluaci=C3=B3n = de impacto mediante indicadores de desempe=C3=B1o en pr=C3=A1cticas preprof= esionales.</li></ul>Agradec= imientosLas autoras agradecen al Instituto Superior Universitario El C=C3=B3ndor (ISUC<= span>) de Ambato, a sus docentes y estudiantes por su disposici=C3=B3n y pa= rticipaci=C3=B3n activa en el proceso de recolecci=C3=B3n de datos, y al MS= c. Ra=C3=BAl Alejandro Montes de Oca Celeiro por la tutor=C3=ADa acad=C3=A9= mica durante el desarrollo de esta investigaci=C3=B3n.6.<sp= an style=3D"width:9pt; font:7pt 'Times New Roman'; display:inline-block">&#= xa0; Conflicto de interesesLos autores declaran que no existe co= nflicto de intereses en relaci=C3=B3n con el art=C3=ADculo presentado.</spa= n>7.</s= pan> Derechos de autor (copyrigth)Los autores son = los titulares de los derechos de autor (patrimoniales y/o de explotaci=C3=B3n) de los contenidos = de la revista (copyright<sp= an>).<= span>8. Declaraci=C3=B3n de contribuci=C3=B3n de l= os autoresLos autores declaran haber participado de manera equitativ= a y sustancial en la realizaci=C3=B3n de esta investigaci=C3=B3n, bajo las = responsabilidades seg=C3=BAn la <a href=3D"https://credit.niso.org/"= style=3D"text-decoration:none">Taxonom=C3=ADa CR= ediT</a> para describir las contribuciones individuales de cad= a autor al trabajo. Valeria Elizabeth Morales Barre= ra y Joselyn Vanessa Morales Barrera, realizaron la conceptualizaci=C3=B3n = de la investigaci=C3=B3n, organizaci=C3=B3n y ejecuci=C3=B3n del ensayo, re= copilaci=C3=B3n y curaci=C3=B3n de los datos, revisi=C3=B3n del an=C3=A1lis= is estad=C3=ADstico, interpretaci=C3=B3n de los resultados, elaboraci=C3=B3= n del borrador original, preparaci=C3=B3n de tablas y figuras, revisi=C3=B3= n cr=C3=ADtica del contenido y aprobaci=C3=B3n de la versi=C3=B3n final del= manuscrito.Ra=C3=BAl Alejandro Montes de Oca Celeiro, realiz=C3=B3 = la supervisi=C3=B3n acad=C3=A9mica y metodol=C3=B3gica de la investigaci=C3= =B3n, brind=C3=B3 orientaci=C3=B3n durante el desarrollo del ensayo, revis= =C3=B3 el an=C3=A1lisis y la interpretaci=C3=B3n de los resultados, efectu= =C3=B3 la revisi=C3=B3n cr=C3=ADtica del manuscrito, realiz=C3=B3 la correc= ci=C3=B3n cient=C3=ADfica y acad=C3=A9mica y aprob=C3=B3 la versi=C3=B3n fi= nal para su publicaci=C3=B3n.Divulgaci= =C3=B3n de la delegaci=C3=B3n a la IA generativaLos autores declaran= que emplearon ChatGPT (OpenAI, GPT-5.5) como herramienta de apoyo para reo= rganizar y reformular editorialmente el manuscrito original, corregir el es= tilo, traducir el resumen al ingl=C3=A9s y comprobar el cumplimiento formal= del formato de la revista. Los datos experimentales, el dise=C3=B1o, los r= esultados estad=C3=ADsticos y las decisiones cient=C3=ADficas proceden de l= a investigaci=C3=B3n de las autoras y no fueron generados ni modificados po= r la herramienta. Los autores revisaron, contrastaron y aprobaron cada secc= i=C3=B3n y asumen la responsabilidad =C3=ADntegra del contenido final. La h= erramienta no figura como autora ni asume responsabilidad por los resultado= s.Declaraci= =C3=B3n presentada por: Valeria Elizabeth Morales Barrera. 9.= Costos de FinanciamientoLa presente investigaci=C3=B3n f= ue financiada en su totalidad con fondos propios de los autores.= 10.<= /span> Refere= ncias Bibliogr=C3=A1ficasAddine Fern=C3=A1ndez, F. (2004). 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(2023).= Estrategias para el desarrollo de habilidades en pr=C3=A1ctica basada en l= a evidencia a trav=C3=A9s del curr=C3=ADculo de enfermer=C3=ADa. <sp= an style=3D"font-style:italic">Revista Cuidarte, 14(3). <a href=3D"https://d= oi.org/10.15649/cuidarte.3089" style=3D"text-decoration:none">https://doi.org/10.15649/cuidarte.30= 89</a> <div style=3D"clear:both"><img src=3D"data:image/pn= g;base64,iVBORw0KGgoAAAANSUhEUgAAAuYAAAACCAYAAAAU0xnuAAAABHNCSVQICAgIfAhkiA= AAAAlwSFlzAAAOxAAADsQBlSsOGwAAACRJREFUWIXtzjEBAAAIA6Ctf2h9beADCWiSCQAA8KHfA= QAA4FhSMQECHc0ENAAAAABJRU5ErkJggg=3D=3D" width=3D"742" height=3D"2" alt=3D"= " style=3D"margin-top:-43.5pt; margin-left:-66.15pt; position:absolute" /><= /span><img src=3D"data:image/png;base64,iVBORw0KGgoAAAAN= SUhEUgAAAVcAAAA1CAYAAAD1eqj9AAAABHNCSVQICAgIfAhkiAAAAAlwSFlzAAAOxAAADsQBlSs= OGwAAE5pJREFUeJztnX+cVWWZwL/PuecOAyNioEKIiCQaiqkJqfyYO1Su7qpYIkv0Q2QuKa1atl= ppm4a7Fbllu1mbScxAqRVO/sofVGTMHQhRqfBXLWqrghCuIckPhbnnnHf/mOdMZ86cM/feYYaZ3= 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