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La simulación clínica como herramienta educativa en tiempos de pandemia
(Red Académica Internacional de Investigación (RIIA), 2025) Evelyn Carballo de Gómez, Carmen Herrera, Roxana Valladares
For many years, clinical simulation has been a significant tool in various areas of higher education training. Afanador (2010) notes that clinical simulation has become highly useful for student training through realistic practice, as it incorporates situations likely to be encountered in actual clinical settings. Consequently, this tool has traditionally been viewed as key to strengthening specific student skills by serving as a precursor to real-world experience; however, this perception shifted radically during the 2020 COVID-19 pandemic. Restrictions on conducting practical training in real-world settings meant that simulation could no longer be viewed merely as a supplement, as opportunities for the hands-on instruction of future health science specialists were significantly reduced. According to Poblete (2021), the commencement of clinical rotations is a pivotal milestone for students in health science disciplines. This is particularly true for nursing, a field that demands comprehensive training based on two core curricular pillars: theory and practice. Together, these components equip students with the knowledge and technical skills necessary to perform effectively and meet the professional demands of the specialty.
Furthermore, this type of training fosters the development of soft skills—such as critical thinking and conflict resolution—that are currently in high demand among professionals. Faced with the urgent need to continue their educational programs, many universities chose to implement simulators as tools to ensure the continuity of student training. This was the case for the Universidad Iberoamericana in Costa Rica and the Universidad Autónoma de Santa Ana in El Salvador.
This chapter presents the findings of a study conducted at both institutions, involving nursing students who—after gaining experience in real clinical settings—were compelled to transition to clinical simulation environments to continue their training due to the pandemic. The study primarily highlights the students' experiences while underscoring the value of simulation as an effective and efficient strategy for clinical nursing practice. It addresses the new educational realities imposed by the extreme circumstances of the pandemic, prompting educational institutions to innovate by creating remote scenarios that replicate real-world clinical environments.
Repensando la arquitectura desde lo femenino: hacia un enfoque inclusivo en la educación y la práctica
(Red Académica Internacional de Investigación (RIIA), 2025) Estefanía Nieto Montes, Josefina Cuevas Rodríguez, Ce Tochtli Méndez Ramírez
Feminism, as a comprehensive movement spanning the political, social, academic, economic, and cultural spheres, aims to raise awareness and establish the conditions necessary to transform social relations, promote equality among all people, and eradicate all forms of discrimination or violence against women (Varela, 2021). Its global origins date back to the late 18th century, although its most notable public presence emerged toward the end of the 19th century. Throughout its history, feminism has adopted multiple approaches, demonstrating the existence of diverse feminisms rather than a single, monolithic perspective. These currents include liberal, radical, and socialist feminism, ecofeminism, cultural feminism, difference feminism, equality feminism, community feminism, and feminisms rooted in the experiences of people of African descent, among others (Varela, 2021). Drawing on the study by Flora Oswald and Reginald Adams (2021), adopting a feminist perspective to analyze society and power relations is fundamental because it questions and challenges the patriarchal structures that have historically dominated social, political, and economic dynamics. This critical lens enables the dismantling of power systems that perpetuate gender inequality and oppression, fostering a transformation that benefits not only women but all marginalized individuals. A feminist approach emphasizes making visible the experiences, voices, and realities of those who have been systematically excluded or silenced—with a particular focus, in this instance, on women. In this way, it not only denounces discrimination, violence, and inequity but also offers alternatives for building a more just and inclusive society, where power relations are equitable and respect diversity. This analysis broadens the understanding of oppression by recognizing how gender interacts and intertwines with various factors—such as race, class, ethnicity, and sexual orientation—to create complex forms of marginalization.
Apropiación del Espacio Público en la Educación de Arquitectura y Urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Sarai Montiel Escandón, Aurora Fernández Mayo
This chapter is based on the hypothesis that integrating the concept of "appropriation of public space" into architecture and urban planning education can enhance the quality of learning and foster the creation of public spaces that are not only functional but also socially conscious. It explores the relevance of spatial appropriation in the training of future architects, addressing the fact that many curricula focus primarily on functional, technical, and aesthetic aspects while overlooking the social interactions that define public space. The study draws on a literature review that—while extending beyond the fields of architecture and urban planning—prioritizes the impacts of spatial appropriation and the ways inhabitants interact within public spaces. Key authors include Gehl (2014), who discusses public space interactions and human-scale urban life, and Pallasmaa (2006, 2018), who contributes insights into the sensory experiences of inhabitants. The chapter also considers Lynch (1976), who explains the collective imagination and its significance, describing city symbols as essential for creating meaningful spaces. Furthermore, authors such as Lefebvre (1976) and Koolhaas (2014) address the relationship between public space and the ways inhabitants make it their own, highlighting the importance of urban identity and the social relationships that emerge from interaction within these spaces. Similarly, Alexander (1976) advocates for citizen participation as a design process to improve the user experience of space. By comparing and synthesizing these theories, the chapter aims to identify the best ways to integrate the concept of appropriation into the student learning process. These diverse perspectives offer a basis for proposing teaching methods and recommendations that incorporate inhabitant participation and ensure that design remains grounded in the reality of the surrounding environment.
This approach raises questions that guide the chapter's discussion: How does empathy impact the understanding of architectural design and thereby foster public spaces that meet the community's needs? In what ways can the inhabitants' appropriation of public space reshape how architects conceive urban design? What teaching strategies could be implemented in architectural training to help students identify the symbols and meanings that inhabitants attribute to public spaces? These questions go beyond merely challenging the pedagogical aspects of architecture; they also point toward improvements in the training of architecture students—particularly regarding design processes—aimed at creating public spaces that are participatory, inclusive, and responsive to the needs of the inhabitants.
Ecoaldea, una alternativa para la arquitectura sostenible en Guatemala
(Red Académica Internacional de Investigación, 2025) René Oswaldo Gómez
Ecovillages represent a viable alternative for sustainable architecture in Guatemala. This model not only addresses environmental issues but also fosters social equity and economic self-sufficiency. With appropriate support and the integration of ancestral Mayan wisdom, ecovillages can become a driving force for change toward development that is fairer and more respectful of Mother Earth. Architecture plays a fundamental role in an ecovillage. It is not merely about constructing homes but about designing an environment that respects the local ecosystem and improves quality of life; to this end, sustainable design can incorporate natural and recycled materials—such as adobe, bamboo, and local stone—and employ passive design strategies to optimize natural lighting and ventilation, alongside eco-friendly technologies like rainwater harvesting systems, dry toilets, and solar panels. Integrating permaculture is a viable option, as it provides a framework for designing ecovillages that not only minimize environmental impact but also regenerate the surrounding environment. In Guatemala, this philosophy can be complemented by ancestral Mayan knowledge and their worldview regarding the individual's relationship with nature, land management, and biodiversity. Although the potential is immense, the implementation of ecovillages in Guatemala faces significant challenges, such as the lack of specific regulations for sustainable construction and a scarcity of tax incentives for green architecture projects. There are also social and cultural barriers, including resistance to change due to a lack of familiarity with the model and the high initial costs of implementing sustainable technologies. Proposed solutions to overcome these challenges include environmental education; the promotion of community programs to raise awareness about the benefits of ecovillages; government and private sector support through grants and financing for pilot projects; and interdisciplinary collaboration involving architects, engineers, agronomists, environmentalists, elders, and community leaders in the design and implementation processes. Guatemala possesses the natural and cultural resources to lead the way in creating sustainable communities in Latin America. It is time to join forces and take the first step toward a future in harmony with nature.
Desarrollo sostenible: tendencia ambiental e incidencia en la arquitectura y el urbanismo
(Red Académica Internacional de Investigación (RIIA), 2025) Carlos Urcino Pérez Montuy
Environmental degradation in the modern era has prompted a shift in understanding regarding sustainable development principles within the professional training of architects and urban planners—training that underpins environmental education. This shift is linked to built-environment design proposals that aim for ecological balance in line with current challenges. However, these challenges require acknowledging the complexity of environmental issues in professional practice, particularly where architectural design projects are disconnected from sustainable development principles, thereby hindering the realization of a sustainable habitat. Consequently, the overexploitation of natural resources and environmental pollution in recent decades have driven ecosystem degradation, constituting a major issue of the 21st century; this situation compels a rethinking of human impact on nature, given the environmental imbalances affecting people's lives. Although the precise epicenter of the environmental crisis remains unknown, events of the modern era—marked by scientific and technological advancement—marked a turning point in the rapid transformation of the environment (Salas-Canales, 2020). The consequences became evident through population migration to urban areas, product industrialization, and the creation of new materials. The industrialization process drove the shift of populations from rural to urban settings, a trend that depleted the natural environment as nature was exploited to construct habitable spaces (Sun et al., 2018). Thus, the educational setting serves as a crucial venue for raising awareness about the contemporary issues straining global environmental balance. It focuses on human development and fostering new approaches to how future professionals operate—moving away from a reductionist view of the environment that treats natural resources merely as commodities for irrational consumption at society's disposal.