Clinical simulation as active methodology from the career of Infirmary

Abstract

Introduction: Nursing education at the Catholic University of Santiago de Guayaquil requires active methodologies that connect theory with clinical practice. Clinical simulation allows for the recreation of real-life healthcare situations in safe and controlled environments, developing technical, attitudinal, and ethical competencies. Materials and methods: This exploratory study included a purposive sample of 20 students and 3 faculty members from the Bachelor of Science in Nursing program. Classroom observations, semi-structured interviews with faculty, and a survey of students were conducted, with data processed using theoretical (analysis-synthesis, induction-deduction) and empirical methods. Results: 80% of faculty members use simulators in class, but only 60% demonstrate an adequate level of preparation for their use. 100% of students expressed positive acceptance, highlighting that clinical simulation improves theoretical learning (75% strongly agreed), integrates knowledge about health promotion (75%), and allows them to confront real-life situations (100%). However, 40% remained neutral regarding its methodological utility, citing insufficient preparation time. All faculty members recognized the value of simulation as an active methodology but emphasized that it should complement, not replace, supervised clinical practice. Areas for improvement were identified as: faculty development in virtual environments, refinement of methodological planning, and promotion of interdisciplinary interaction. Discussion: These findings align with previous studies that highlight clinical simulation as an essential tool for developing nursing competencies, grounded in social constructivism and active methodologies. Conclusions: Clinical simulation is perceived by faculty and students as an active methodology that fosters meaningful learning and the development of professional competencies, although it requires strengthening faculty preparation and the integration of theory and practice within the nursing curriculum.