Developing Comprehensive Nursing Skills: An Approach Through Clinical Simulation
DOI:
https://doi.org/10.65598/rps.6256Keywords:
Professional training, professional competencies, nursing, clinical simulation, health sciences educationAbstract
The objective of this study was to define the comprehensive skills that nursing graduates must develop through clinical simulation, thereby strengthening the integration of teaching, research, and community engagement in higher education. A descriptive design with a qualitative-quantitative approach was used, applying the Delphi method with 12 experts holding doctoral degrees, a minimum of five years of university teaching experience, and a track record in clinical simulation. Using an evaluation matrix, criteria such as relevance, systemic nature, pedagogical rationale, and applicability were assessed and analyzed using a weighted arithmetic mean. The results identified a system of skills structured around four pillars: generalizing findings to workplace education settings; conducting comprehensive clinical assessments in simulated contexts of varying complexity; coordinating protocols adapted to local needs (especially in rural areas); and making evidence-based decisions. It is concluded that clinical simulation is a key pedagogical strategy for the comprehensive development of future nursing professionals, although its pedagogical rationale needs to be strengthened and its effectiveness in real clinical settings needs to be evaluated.
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