<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1695-6141</journal-id>
<journal-title><![CDATA[Enfermería Global]]></journal-title>
<abbrev-journal-title><![CDATA[Enferm. glob.]]></abbrev-journal-title>
<issn>1695-6141</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1695-61412024000100015</article-id>
<article-id pub-id-type="doi">10.6018/eglobal.573071</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Identificación y manejo de situaciones emocionales vividas por los estudiantes de enfermería durante las prácticas clínicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Identification and management of emotional situations experienced by student nurses during clinical placements]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez-Marcos]]></surname>
<given-names><![CDATA[María Anunciación]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Insausti-Serrano]]></surname>
<given-names><![CDATA[Ana María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zubeldia-Etxeberria]]></surname>
<given-names><![CDATA[Josune]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berasain-Erro]]></surname>
<given-names><![CDATA[Itziar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camelia-Trandafir]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pública de Navarra  ]]></institution>
<addr-line><![CDATA[Pamplona Navarra]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del País Vasco Facultad de Medicina y Enfermería Departamento de Enfermería]]></institution>
<addr-line><![CDATA[San Sebastiá ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro de Salud Ultzama  ]]></institution>
<addr-line><![CDATA[Larraintzar Navarra]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>23</volume>
<numero>73</numero>
<fpage>429</fpage>
<lpage>457</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1695-61412024000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1695-61412024000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1695-61412024000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN:  Introducción: La Enfermería es una profesión en la que se viven situaciones emocionales muy complejas y difíciles, por lo que adquiere especial importancia el saber gestionar de forma adecuada las emociones para poder evitar estados de estrés crónico.  Objetivo: Identificar las situaciones emocionales que experimentan los estudiantes de enfermería durante su experiencia clínica y la relación de ésta con las habilidades de la profesión enfermera, así como su gestión emocional.  Método Estudio de diseño mixto cualitativo/cuantitativo. La parte cualitativa se basa en el estudio de las situaciones emocionales percibidas por el alumnado en las prácticas clínicas, recabado a través de una pregunta abierta sobre situaciones que le habrían generado une emoción intensa. La cuantitativa, por su parte, se centra en la IEP (Inteligencia Emocional Percibida) del alumnado medido por cuestionario Trait Meta-Mood Scale (TMMS-24).  Resultados: En la primera parte se identifican dos categorías principales: Las habilidades y la falta de habilidades, entre las cuales, la categoría más identificada es la de las &#8220;habilidades&#8221;, siendo la subcategoría más representativa la de &#8220;empatía&#8221;, seguida del &#8220;autoconocimiento&#8221;. En ambas, la situación emocional primordialmente identificada es la muerte. En la segunda parte, se examinan los resultados y se infiere una asociación entre la dimensión Comprensión de la IEP y las habilidades de la profesión enfermera.  Conclusión: La muerte está muy presente en las emociones del alumnado de prácticas clínicas siendo la empatía, la habilidad más presente. La comprensión emocional puede ayudar a estimular la empatía y promover el autoconocimiento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT:  Introduction: Nursing is a profession in which very complex and challenging emotional situations are experienced. Therefore, knowing how to manage emotions properly is particularly important to avoid chronic stress.  Objective: Identifying Emotional situations experienced by nursing students during their clinical experience and their relationship with the skills of the nursing profession, as well as emotional management.  Method: Study with a mixed qualitative and quantitative design. The qualitative part is based on the study of emotional situations experienced by students in clinical practices, gathered through an open question on situations that have generated intense emotion. In turn, the quantitative part is focused on the PEI of the students, measured by the Trait Meta-Mood Scale (TMMS-24) questionnaire.  Results: The first section identifies two main categories: skills and lack of skills. Among these, the most identified category is that of "skills", the most representative subcategory being that of "empathy", followed by "self-knowledge". In both, the emotional situation identified primarily is death. In the second section, the results are examined, and an association is inferred between the Comprehension dimension of PEI and the skills of the nursing profession.  Conclusion: Death is very present in students' emotions in clinical practices, with empathy being the skill with the most significant presence. Emotional comprehension may help to stimulate empathy and promote self-knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Enfermera]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes de enfermería]]></kwd>
<kwd lng="es"><![CDATA[Práctica clínica]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Emocional]]></kwd>
<kwd lng="en"><![CDATA[Nurse]]></kwd>
<kwd lng="en"><![CDATA[Nurse student]]></kwd>
<kwd lng="en"><![CDATA[Clinical practice]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="en"><![CDATA[Emotional Intelligence]]></kwd>
</kwd-group>
</article-meta>
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