Experience of clinical simulation as a learning tool in the development of competencies in nursing education

Martha S. Quiroz; Aida M. Macías; Delia G. Bravo; Mery Y. Mendoza

doi:10.5281/zenodo.18259345

Authors

Martha S. Quiroz Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador Author https://orcid.org/0000-0002-0959-0591
Aida M. Macías Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador Author https://orcid.org/0009-0001-2345-1838
Delia G. Bravo Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador Author https://orcid.org/0000-0003-4787-8403
Mery Y. Mendoza Universidad Estatal del Sur de Manabí, Jipijapa, Ecuador Author https://orcid.org/0009-0002-9732-1750

DOI:

https://doi.org/10.5281/zenodo.18259345

Keywords:

clinical simulation, nursing education, professional competencies, active learning, patient safety

Abstract

Clinical simulation emerges as a primary tool in nursing education, enabling students to develop essential competencies through simulated scenarios where they can practice both technical and non-technical skills, receive immediate feedback, and experience real-life situations without the risks associated with direct patient care. The objective of this study was to evaluate the effectiveness of simulation as a methodological strategy in nursing education. A quantitative and descriptive study design was employed, utilizing a validated survey of 111 sixth-semester nursing students at the University of Manabí. The results showed that 52% of respondents considered simulation to be useful for learning, and 40% reported an increase in their safety and confidence when facing clinical situations. Additionally, 49% stated that simulation helped them integrate theory and practice, reflecting its effectiveness in the educational process. It is concluded that clinical simulation is presented as a valuable strategy in nursing education, favoring the acquisition of critical competencies and improving student confidence.

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