Examinando por Autor "Evelyn Carballo de Gómez, Carmen Herrera, Roxana Valladares"

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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.