Administration of educational innovation in clinical simulation for exams of professional qualification in students of infirmary

Abstract

Introduction: Limitations in clinical reasoning and the ability to apply acquired theoretical and practical knowledge negatively impact the academic performance of nursing students on the Professional Licensing Examination (EHEP), generating a negative effect on educational quality indicators. In Ecuador, the nursing degree pass rate over the last five years reached only 56.07%, and by 2025, neither exam session exceeded a 50% pass rate. This research aimed to analyze the relationship between management of innovation in clinical simulations and the preparation of nursing students for the Professional Licensing Examination. Materials and methods: This quantitative, non-experimental, cross-sectional, and descriptive-correlational study used a Likert-type questionnaire validated by expert judgment, with high reliability according to Cronbach's alpha (0.9466). The sample consisted of 30 students selected through purposive non-probability sampling. The data were analyzed using descriptive and correlational statistics (Spearman's rank correlation coefficient). Results: Spearman's rho coefficient (0.9319) showed a very strong positive correlation between innovation management in clinical simulations and preparation for the EHEP (Educational Health Exam), allowing the null hypothesis to be rejected and the research hypothesis to be accepted. 73% of students recognized that simulations improve their ability to respond to complex situations; more than 71% considered that simulations are consistent with professional competencies; technological implementation received more than 72% favorable responses; and preparation for the EHEP showed 66.6% positive ratings. Discussion: These findings are consistent with international studies demonstrating that clinical simulation influences technical skills, reducing procedural errors by up to 60%, and that institutions incorporating active learning methodologies achieve increased pass rates. Teacher training, continuous feedback, and technological resources are identified as key factors for the success of simulations. Conclusions: A very high and significant positive relationship is confirmed between the management of innovation in clinical simulations and preparation for the EHEP (Evaluation of Nursing Practice), demonstrating that better management of these strategies strengthens the competencies required for the exam. Clinical simulations contribute to better preparation by increasing confidence, consolidating knowledge, and facilitating the identification of areas that require reinforcement before the evaluation. It is recommended to strengthen the planning of simulations aligned with the EHEP competencies, increase technological resources, implement continuous teacher training, and develop future research with larger samples.