Biosecurity Learning through a Didactic Strategy with Simulation in Professional Nursing Education
DOI:
https://doi.org/10.65598/rps.6074Keywords:
Clinical simulation, Biosecurity, Nursing education, Patient safety, Experiential learningAbstract
This study designed a didactic strategy based on clinical simulation to strengthen biosecurity learning among nursing students. The proposal included three progressively complex scenarios (venipuncture, wound care, and safe medication administration), structured with scripts, checklists, and rubrics validated by experts. Content validity indices (I‑CVI and S‑CVI/Ave) exceeded 0.95 in most instruments, ensuring clarity and relevance. In a pilot test with 20 students, satisfactory performance was achieved in adherence to personal protective equipment (86), waste segregation (88), hand hygiene (82), and safe communication (84). However, greater variability was observed in hand hygiene and communication, a finding consistent with international literature that highlights the difficulty of automating routine practices and verbalizing clinical decisions in simulated environments. It is concluded that clinical simulation is an effective pedagogical tool to integrate theory and practice in biosecurity. Moreover, it contributes to educational equity by providing controlled and accessible environments for the acquisition of critical competencies, thereby reinforcing patient safety and professional preparedness in nursing education.criteria. Additionally, critical errors were identified, and guided reflection was promoted through structured debriefing, reinforcing decision-making in biological risk contexts. It is concluded that clinical simulation is an effective pedagogical tool to enhance training in biosecurity, bridging the gap between theory and practice within controlled and safe learning environments.
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