Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance
The aim of the present research was to analyse the objective and subjective stress responses of students in a clinical case evaluation and the correlation with academic performance, as well as to analyse the differences in grade and difficulty perceptions between students and professors that designe...
- Autores:
-
Sánchez-Conde, Paula
Beltrán-Velasco, Ana Isabel
Clemente-Suárez, Vicente Javier
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13309
- Acceso en línea:
- https://hdl.handle.net/11323/13309
https://repositorio.cuc.edu.co/
- Palabra clave:
- Stress response
Autonomic modulation
Grade
Difficulty perception
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| title |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| spellingShingle |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance Stress response Autonomic modulation Grade Difficulty perception |
| title_short |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| title_full |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| title_fullStr |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| title_full_unstemmed |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| title_sort |
Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance |
| dc.creator.fl_str_mv |
Sánchez-Conde, Paula Beltrán-Velasco, Ana Isabel Clemente-Suárez, Vicente Javier |
| dc.contributor.author.none.fl_str_mv |
Sánchez-Conde, Paula Beltrán-Velasco, Ana Isabel Clemente-Suárez, Vicente Javier |
| dc.subject.proposal.eng.fl_str_mv |
Stress response Autonomic modulation Grade Difficulty perception |
| topic |
Stress response Autonomic modulation Grade Difficulty perception |
| description |
The aim of the present research was to analyse the objective and subjective stress responses of students in a clinical case evaluation and the correlation with academic performance, as well as to analyse the differences in grade and difficulty perceptions between students and professors that designed the clinical case. A sample of 103 first-year students from a nursing degree was studied. In this sample, the objective stress was analysed by measuring the autonomic modulation (through the heart rate variability); moreover, the subjective stress was analysed using the SUDS scale. Furthermore, the difficulty perception and academic performance were measured using scales for both students and professors. The measures were taken before and after the clinical exams. A large subjective and objective stress response was observed at the beginning of the clinical case, and this response was related to a high academic performance perception. Upon completion of the clinical evaluation, both the stress response and the academic performance perception decreased. The professors and students presented different grade and difficulty perceptions concerning the clinical case. |
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2022 |
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2022-07-26 |
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2024-09-12T19:12:11Z |
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2024-09-12T19:12:11Z |
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Sánchez-Conde, P.; Beltrán-Velasco, A.I.; Clemente-Suárez, V.J. Analysis of the Objective and Subjective Stress Response of Students and Professors in Practical Nursing Exams and Their Relationship with Academic Performance. Int. J. Environ. Res. Public Health 2022, 19, 9121. https://doi.org/10.3390/ ijerph19159121 |
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1661-7827 |
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https://hdl.handle.net/11323/13309 |
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10.3390/ijerph19159121 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co/ |
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Sánchez-Conde, P.; Beltrán-Velasco, A.I.; Clemente-Suárez, V.J. Analysis of the Objective and Subjective Stress Response of Students and Professors in Practical Nursing Exams and Their Relationship with Academic Performance. Int. J. Environ. Res. Public Health 2022, 19, 9121. https://doi.org/10.3390/ ijerph19159121 1661-7827 10.3390/ijerph19159121 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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eng |
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International journal of environmental research and public health |
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1. Palés, J. El proceso de Bolonia, más allá de los cambios estructurales: Una visión desde la Educación Médica en España. Rev. Docencia Univ. 2012, 10, 35–53. [CrossRef] 2. Garcia, J.V.; Pérez, M.C. Espacio Europeo de Educación Superior, competencias profesionales y empleabilidad. Rev. Iberoam. Educ. 2008, 46, 4. 3. Garcia-Merino, J.D.; Urionabarrenetxea, S.; Bañales-Mallo, A. Cambios en metodologías docentes y de evaluación: ¿Mejoran el rendimiento del alumnado universitario? Rev. Electrónica Investig. Educ. 2016, 18, 1–18. 4. Nolla, M. Aprendizaje y prácticas clínicas. Educ. Médica 2019, 20, 100–104. [CrossRef] 5. Sánchez, P.; Clemente, V.J. Autonomic Stress Response of Nurse Students in an Objective Structured Clinical Examination (OSCE). Sustainability 2021, 13, 5803. [CrossRef] 6. Anabalón, D.E.; Cárdenas, S.N.; Cerda, C.C.; Concha, C.C. Estrés Académico Relacionado con la Satisfacción de la Simulación Clínica de Alta Fidelidad en Estudiantes de Enfermería. Ph.D. Thesis, Universidad del Bío-Bío, Chillán, Chile, 2017. Available online: http://repobib.ubiobio.cl/jspui/handle/123456789/2618 (accessed on 6 July 2022). 7. Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Bellido-Esteban, A.; García-Mateos, M.; Clemente-Suárez, V.J. Analysis of Psychophysiological Stress Response in Higher Education Students Undergoing Clinical Practice Evaluation. J. Med. Syst. 2019, 43, 68. [CrossRef] 8. Ramírez-Adrados, A.; Fernández-Martínez, S.; Martínez-Pascual, B.; Gonzalez-de-Ramos, C.; Fernández-Elías, V.E.; Clemente-Suárez, V.J. Psychophysiological stress response of physiotherapy last year students in his final degree dissertation. Physiol. Behav. 2020, 222, 112928. [CrossRef] 9. Bellido-Esteban, A.; Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Nikolaidis, P.T.; Knechtle, B.; Clemente-Suárez, V.J. The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response. Front. Psychol. 2021, 12, 931. [CrossRef] 10. Redondo-Flórez, L.; Tornero-Aguilera, J.F.; Clemente-Suárez, V.J. Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory? Physiol. Behav. 2020, 223, 113017. 11. Redondo-Flórez, L.; Ramos-Campo, D.J.; Clemente-Suárez, V.J. Body Composition, Psychological, Cardiovascular, and Physical Activity Factors Related with Academic School Performance. Sustainability 2021, 13, 8775. [CrossRef] 12. Clemente, V.J.; Robles, J.J. Psycho-physiological response of soldiers in urban combat. Ann. Psychol. 2013, 29, 598–603. 13. Clemente, V.J. Psychophysiological response and energy balance during a 14-h ultraendurance mountain running event. Appl. Physiol. Nutr. Metab. 2014, 40, 269–273. [CrossRef] [PubMed] 14. Beltrán-Velasco, A.I.; Bellido-Esteban, A.; Ruisoto-Palomera, P.; Clemente-Suárez, V.J. Use of Portable Digital Devices to Analyze Autonomic Stress Response in Psychology Objective Structured Clinical Examination. J. Med. Syst. 2018, 42, 35. [CrossRef] 15. Marín-Laredo, M.; García-Maciel, J.; Rosales-González, J. Estudio comparativo de estrés académico y sus variables determinantes en estudiantes de Ciencias de la Salud. Rev. Paraninfo Digit. 2013, 19, 23–29. 16. Collados-Sánchez, M.; García-Cutillas, N. Riesgos de estrés en estudiantes de enfermería durante las prácticas clínicas. Rev. Científica Enfermería 2012, 1, 1–10. [CrossRef] 17. Clemente-Suárez, V.J.; Beltrán-Velasco, A.I.; Bellido-Esteban, A.; Ruisoto-Palomera, P. Autonomic Adaptation to Clinical Simulation in Psychology Students: Teaching Applications. Appl. Psychol. Biofeedback 2018, 43, 239–245. [CrossRef] [PubMed] 18. Clemente-Suárez, V.J.; De la Vega, R.; Robles, J.; Lautenschlaeger, M.; Fernández, J. Experience modulates the psychophysiological response of airborne warfighters during a tactical combat parachute jump. Int. J. Psychophysiol. 2016, 110, 212–216. [CrossRef] [PubMed] 19. Dunai, L.; Antonino, J.A.; Lengua, I.; Peris, G. Estudio de la Autopercepción del Rendimiento Académico de los Estudiantes Universitarios de Primer Curso; Editorial Universitat Politécnia de Valencia: Valencia, Spain, 2019; pp. 905–910. 20. Sánchez-López, D.; Renán, S.; Barragán-Velásquez, C. Correlación de inteligencia emocional con bienestar psicológico y rendimiento académico en alumnos de licenciatura. Investig. Educ. Médica 2015, 4, 126–132. [CrossRef] 21. Cardozo, A. Motivación, aprendizaje, y rendimiento académico en estudiantes del primer año universitario. Laurus 2008, 14, 209–237. 22. Cardona-Arias, J.A.; Jaramillo-Caro, A.M. Percepciones de la evaluación clínica objetiva estructurada en profesores y estudiantes de una universidad colombiana. Rev. Virtual Univ. Católica Norte 2020, 61, 166–182. [CrossRef] 23. Gutiérrez-García, C.; Pérez-Pueyo, A.; Pérez-Gutiérrez, M. Percepciones de profesores, alumnos y egresados sobre los sistemas de evaluación en estudios universitarios de formación del profesorado de educación física. Ágora EF Deporte 2013, 15, 130–151. 24. Martínez, L.F.; Santos, M.L.; Castejón, F.J. Percepciones del alumnado y profesorado en Educación Superior sobre la evaluación en formación inicial en educación física. Retos 2017, 32, 76–81. 25. Mosqueira, C.; Poblete, M. Relación entre el nivel de ansiedad y rendimiento académico en estudiantes de enfermería. Enfermería Univ. 2020, 17, 437–448. [CrossRef] |
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Atribución 4.0 Internacional (CC BY 4.0)© Copyright 2022 Elsevier B.V., All rights reserved.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Sánchez-Conde, PaulaBeltrán-Velasco, Ana IsabelClemente-Suárez, Vicente Javier2024-09-12T19:12:11Z2024-09-12T19:12:11Z2022-07-26Sánchez-Conde, P.; Beltrán-Velasco, A.I.; Clemente-Suárez, V.J. Analysis of the Objective and Subjective Stress Response of Students and Professors in Practical Nursing Exams and Their Relationship with Academic Performance. Int. J. Environ. Res. Public Health 2022, 19, 9121. https://doi.org/10.3390/ ijerph191591211661-7827https://hdl.handle.net/11323/1330910.3390/ijerph19159121Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The aim of the present research was to analyse the objective and subjective stress responses of students in a clinical case evaluation and the correlation with academic performance, as well as to analyse the differences in grade and difficulty perceptions between students and professors that designed the clinical case. A sample of 103 first-year students from a nursing degree was studied. In this sample, the objective stress was analysed by measuring the autonomic modulation (through the heart rate variability); moreover, the subjective stress was analysed using the SUDS scale. Furthermore, the difficulty perception and academic performance were measured using scales for both students and professors. The measures were taken before and after the clinical exams. A large subjective and objective stress response was observed at the beginning of the clinical case, and this response was related to a high academic performance perception. Upon completion of the clinical evaluation, both the stress response and the academic performance perception decreased. The professors and students presented different grade and difficulty perceptions concerning the clinical case.8 páginasapplication/pdfengMultidisciplinary Digital Publishing Institute (MDPI)Switzerlandhttps://www.mdpi.com/1660-4601/19/15/9121Analysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performanceArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85International journal of environmental research and public health1. Palés, J. El proceso de Bolonia, más allá de los cambios estructurales: Una visión desde la Educación Médica en España. Rev. Docencia Univ. 2012, 10, 35–53. [CrossRef]2. Garcia, J.V.; Pérez, M.C. Espacio Europeo de Educación Superior, competencias profesionales y empleabilidad. Rev. Iberoam. Educ. 2008, 46, 4.3. Garcia-Merino, J.D.; Urionabarrenetxea, S.; Bañales-Mallo, A. Cambios en metodologías docentes y de evaluación: ¿Mejoran el rendimiento del alumnado universitario? Rev. Electrónica Investig. Educ. 2016, 18, 1–18.4. Nolla, M. Aprendizaje y prácticas clínicas. Educ. Médica 2019, 20, 100–104. [CrossRef]5. Sánchez, P.; Clemente, V.J. Autonomic Stress Response of Nurse Students in an Objective Structured Clinical Examination (OSCE). Sustainability 2021, 13, 5803. [CrossRef]6. Anabalón, D.E.; Cárdenas, S.N.; Cerda, C.C.; Concha, C.C. Estrés Académico Relacionado con la Satisfacción de la Simulación Clínica de Alta Fidelidad en Estudiantes de Enfermería. Ph.D. Thesis, Universidad del Bío-Bío, Chillán, Chile, 2017. Available online: http://repobib.ubiobio.cl/jspui/handle/123456789/2618 (accessed on 6 July 2022).7. Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Bellido-Esteban, A.; García-Mateos, M.; Clemente-Suárez, V.J. Analysis of Psychophysiological Stress Response in Higher Education Students Undergoing Clinical Practice Evaluation. J. Med. Syst. 2019, 43, 68. [CrossRef]8. Ramírez-Adrados, A.; Fernández-Martínez, S.; Martínez-Pascual, B.; Gonzalez-de-Ramos, C.; Fernández-Elías, V.E.; Clemente-Suárez, V.J. Psychophysiological stress response of physiotherapy last year students in his final degree dissertation. Physiol. Behav. 2020, 222, 112928. [CrossRef]9. Bellido-Esteban, A.; Beltrán-Velasco, A.I.; Ruisoto-Palomera, P.; Nikolaidis, P.T.; Knechtle, B.; Clemente-Suárez, V.J. The Effect of Psychology Objective Structured Clinical Examination Scenarios Presentation Order on Students Autonomic Stress Response. Front. Psychol. 2021, 12, 931. [CrossRef]10. Redondo-Flórez, L.; Tornero-Aguilera, J.F.; Clemente-Suárez, V.J. Could academic experience modulate psychophysiological stress response of biomedical sciences students in laboratory? Physiol. Behav. 2020, 223, 113017.11. Redondo-Flórez, L.; Ramos-Campo, D.J.; Clemente-Suárez, V.J. Body Composition, Psychological, Cardiovascular, and Physical Activity Factors Related with Academic School Performance. Sustainability 2021, 13, 8775. [CrossRef]12. Clemente, V.J.; Robles, J.J. Psycho-physiological response of soldiers in urban combat. Ann. Psychol. 2013, 29, 598–603.13. Clemente, V.J. Psychophysiological response and energy balance during a 14-h ultraendurance mountain running event. Appl. Physiol. Nutr. Metab. 2014, 40, 269–273. [CrossRef] [PubMed]14. Beltrán-Velasco, A.I.; Bellido-Esteban, A.; Ruisoto-Palomera, P.; Clemente-Suárez, V.J. Use of Portable Digital Devices to Analyze Autonomic Stress Response in Psychology Objective Structured Clinical Examination. J. Med. Syst. 2018, 42, 35. [CrossRef]15. Marín-Laredo, M.; García-Maciel, J.; Rosales-González, J. Estudio comparativo de estrés académico y sus variables determinantes en estudiantes de Ciencias de la Salud. Rev. Paraninfo Digit. 2013, 19, 23–29.16. Collados-Sánchez, M.; García-Cutillas, N. Riesgos de estrés en estudiantes de enfermería durante las prácticas clínicas. Rev. Científica Enfermería 2012, 1, 1–10. [CrossRef]17. Clemente-Suárez, V.J.; Beltrán-Velasco, A.I.; Bellido-Esteban, A.; Ruisoto-Palomera, P. Autonomic Adaptation to Clinical Simulation in Psychology Students: Teaching Applications. Appl. Psychol. Biofeedback 2018, 43, 239–245. [CrossRef] [PubMed]18. Clemente-Suárez, V.J.; De la Vega, R.; Robles, J.; Lautenschlaeger, M.; Fernández, J. Experience modulates the psychophysiological response of airborne warfighters during a tactical combat parachute jump. Int. J. Psychophysiol. 2016, 110, 212–216. [CrossRef] [PubMed]19. Dunai, L.; Antonino, J.A.; Lengua, I.; Peris, G. Estudio de la Autopercepción del Rendimiento Académico de los Estudiantes Universitarios de Primer Curso; Editorial Universitat Politécnia de Valencia: Valencia, Spain, 2019; pp. 905–910.20. Sánchez-López, D.; Renán, S.; Barragán-Velásquez, C. Correlación de inteligencia emocional con bienestar psicológico y rendimiento académico en alumnos de licenciatura. Investig. Educ. Médica 2015, 4, 126–132. [CrossRef]21. Cardozo, A. Motivación, aprendizaje, y rendimiento académico en estudiantes del primer año universitario. Laurus 2008, 14, 209–237.22. Cardona-Arias, J.A.; Jaramillo-Caro, A.M. Percepciones de la evaluación clínica objetiva estructurada en profesores y estudiantes de una universidad colombiana. Rev. Virtual Univ. Católica Norte 2020, 61, 166–182. [CrossRef]23. Gutiérrez-García, C.; Pérez-Pueyo, A.; Pérez-Gutiérrez, M. Percepciones de profesores, alumnos y egresados sobre los sistemas de evaluación en estudios universitarios de formación del profesorado de educación física. Ágora EF Deporte 2013, 15, 130–151.24. Martínez, L.F.; Santos, M.L.; Castejón, F.J. Percepciones del alumnado y profesorado en Educación Superior sobre la evaluación en formación inicial en educación física. Retos 2017, 32, 76–81.25. Mosqueira, C.; Poblete, M. Relación entre el nivel de ansiedad y rendimiento académico en estudiantes de enfermería. Enfermería Univ. 2020, 17, 437–448. [CrossRef]811519Stress responseAutonomic modulationGradeDifficulty perceptionPublicationORIGINALAnalysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance.pdfAnalysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance.pdfArtículoapplication/pdf402646https://repositorio.cuc.edu.co/bitstreams/8ebf3acd-1632-400c-81cc-92459e762f9f/download9b6722c7406914affa7b23476a866f3eMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/b05ba863-0a2e-47a9-908a-20a285beef05/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTAnalysis of the objective and subjective stress response of students and professors in practical nursing exams and their relationship with academic performance.pdf.txtAnalysis of the objective and subjective stress response of students and 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ada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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