TEACHING INNOVATION: EXPERIENCE OF TEACHING ROLE IN CLINICAL SIMULATION IN EMERGENCIES

Abstract

INTRODUCTION: In the 2019 academic year, clinical simulation was incorporated into the subject of Emergency Nursing in the fourth year, prior to professional practice (University of Santiago de Chile). It was integrated as a teaching innovation tool that favors the change to student-centered training, strengthening the acquisition of clinical skills. OBJECTIVE. Understand the experience of teachers-in-training in high-fidelity clinical simulations of healthcare emergencies with fourth-year nursing students. METHODOLOGY. Qualitative descriptive study developed with 3 teachers who teach the subject of emergencies in a public university in Chile. The technique of in-depth interviews was used to collect information. For systematization and analysis, the content analysis technique was used. RESULTS. The analysis facilitated discovery of the following topics: the global assessment regarding clinical simulation, the experience related to the new teaching role in simulation, and the tensions and challenges of implementation. CONCLUSION. The study showed that one of the fundamental challenges of clinical simulation is the transformation of the traditional role of teachers in nursing education, which requires specific training in simulation. The results provide relevant information about what could help improve this pedagogical approach, so it can be implemented with teachers from other disciplines in preparation for its application in undergraduate nursing training. The approach shows promise in promoting greater participation and responsibility in students’ management of their learning.