Use of clinical simulation for teaching semiology in the nursing degree program at the state university of milagro

Abstract

The use of clinical simulation represents an innovative strategy to strengthen practical learning in nursing education. The objective of this study was to analyze the use of clinical simulation as a pedagogical strategy for general physical examination in the Semiology course of the Nursing program at the State University of Milagro, during the period of August-December 2025. A non-experimental, quantitative, descriptive, and cross-sectional design was used with a sample of 40 students enrolled in the course. A survey validated by expert judgment was administered. The results showed a favorable perception among students toward clinical simulation, highlighting its alignment with course content (45%), contribution to learning (45%), and applicability in real-world practice (50%); a significant influence on strengthening competencies, especially in theory-practice integration (55%) and the development of clinical reasoning (50%); and a positive impact on physical examination, evidenced by improved skills (50%), greater confidence (52.5%), and increased accuracy in clinical assessment (47.5%). It was concluded that clinical simulation represents an effective strategy in the training of students in Semiology, strengthening skills, safety in practice and improving their learning.