<?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>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072025000100025</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v1i61.3421</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias de enseñanza y aprendizaje significativo en estudiantes de enfermería de la amazonia peruana]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategies for meaningful teaching and learning in nursing students in the Peruvian Amazon]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas-Vargas.]]></surname>
<given-names><![CDATA[Llosani Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jimenez-Villalta.]]></surname>
<given-names><![CDATA[Jhon Frank Alfredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Toribio Rodríguez de Mendoza  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional de Tumbes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2025</year>
</pub-date>
<volume>1</volume>
<numero>61</numero>
<fpage>25</fpage>
<lpage>31</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072025000100025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072025000100025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El personal de enfermería desempeña un papel fundamental en la atención de salud; por lo tanto, su formación educativa exige la promoción de habilidades como el pensamiento crítico y el aprendizaje significativo. Sin embargo, los métodos tradicionales de enseñanza no logran preparar de manera idónea a los estudiantes de enfermería ante las demandas de un entorno clínico. Este estudio tiene como objetivo determinar la relación entre las estrategias de enseñanza y el aprendizaje significativo en estudiantes de enfermería de una universidad de la Amazonia peruana. Fue un estudio descriptivo y correlacional de corte transversal, con una muestra de 108 estudiantes seleccionados aleatoriamente. Se emplearon dos cuestionarios válidos para medir las estrategias de enseñanza y aprendizaje significativo. Se utilizó estadística descriptiva e inferencial, empleando la prueba de Tau b de Kendall y Chi cuadrado de Pearson. Se evidenció que, en el nivel alto de aprendizaje significativo, el 27,8% de los estudiantes se encuentra en un logro esperado. En el nivel medio, el 26,9% está en la etapa de proceso. No se encontró relación entre relación entre las estrategias de enseñanza y aprendizaje significativo (p&gt;0,05) ni tampoco con variables como sexo, edad o ciclo académico (p &gt; 0,05). Los hallazgos indican la necesidad de actualizar las estrategias pedagógicas, e incorporar simulaciones clínicas y tecnológicas educativas para mejorar la preparación de los estudiantes en la práctica profesional de enfermería.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Nursing professionals play a fundamental role in healthcare; therefore, their educational training requires the promotion of skills such as critical thinking and meaningful learning. However, traditional teaching methods fail to adequately prepare nursing students to meet the demands of a clinical environment. This study aims to determine the relationship between teaching strategies and meaningful learning among nursing students at a university in the Peruvian Amazon. It was a descriptive and correlational cross-sectional study, with a randomly selected sample of 108 students. Two validated questionnaires were used to measure teaching strategies and meaningful learning. Descriptive and inferential statistics were applied, utilizing Kendall's Tau-b test and Pearson's Chi-square test. The results showed that 27.8% of students in the high level of meaningful learning achieved the expected outcome, while 26.9% at the medium level were in the process stage. No significant relationship was found between teaching strategies and meaningful learning (p&gt;0.05), nor with variables such as gender, age, or academic cycle (p&gt;0.05). The findings highlight the need to update pedagogical strategies and incorporate clinical simulations and educational technologies to enhance students' preparation for professional nursing practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje significativo]]></kwd>
<kwd lng="es"><![CDATA[educación en enfermería]]></kwd>
<kwd lng="es"><![CDATA[estrategia de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Meaningful learning]]></kwd>
<kwd lng="en"><![CDATA[nursing education]]></kwd>
<kwd lng="en"><![CDATA[teaching strategy]]></kwd>
</kwd-group>
</article-meta>
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