Browsing by Subject "Clinical simulation"

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    Análisis del Aprendizaje Adquirido, a través de la Tutoría entre Pares, en la Formación de Habilidades de Exploración Física en Simulación Clínica en Estudiantes de Medicina
    (Universidad de Murcia. Servicio de publicaciones, 2025) López Brotons, M.; Javaloy Ballestero, S.; Ramos Rincón, José Manuel; Departamentos
    Introducción. La tutoría entre pares se refiere a cuando un estudiante de un cursosuperior enseña a un estudiante de un curso inferior. El objetivo de este trabajo es evaluar lacompetencia en exploración física adquirida por los estudiantes de medicina a través de la tutoríaentre pares, y determinar la satisfacción de los estudiantes con esta forma de enseñanza en suformación clínica. Material y Métodos. Se realizó un estudio piloto observacional y transversal detalleres de exploración física llevados a cabo por un estudiante-tutor utilizando la metodología detutoría entre pares. Resultados. Se llevaron a cabo seis talleres de exploración física, distribuidos en72 sesiones, con la participación de 85 estudiantes, de los cuales el 50,6% pertenecía a tercer año y el49,4% a segundo año. Cada estudiante asistió, en promedio, a 2,5 sesiones, con un rango de 1 a 8asistencias. Se observó una mejora significativa en el conocimiento pre y post taller en los seistalleres (media: 2,4 puntos, p<0,001), siendo esta mejora mayor en el taller de auscultaciónpulmonar (media: 3,6 puntos; p<0,001) y en el de exploración neurológica (media: 2,9 puntos;p<0,001). La mejora del conocimiento adquirido fue superior en los estudiantes de segundo año(media: 2,8 puntos) en comparación con los de tercer año (media: 2,2 puntos; p<0,001). Lasatisfacción de los estudiantes con los talleres fue elevada. Conclusiones. La tutorización entrepares es un método de aprendizaje que permite mejorar las habilidades en la exploración física enestudiantes del grado en medicina.
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    Aprendiendo ética con simulación. Perspectiva de los alumnos sobre el aprendizaje experiencial y reflexivo de la bioética
    (Fundación Index, 2018) Martín Robles, María Rosario; Leal Costa, César; Muñoz Devesa, Aarón; Jiménez Rodríguez, Diana; Rojo Rojo, Andrés; Díaz Agea, José Luis; Atención Sociosanitaria
    El modo en que se adquiere la competencia ética en ciencias de la salud es motivo de debate. La simulación clínica podría ser la respuesta a dicha necesidad de formación. El objetivo del estudio fue valorar las opiniones de los alumnos sobre la Simulación clínica como metodología de aprendizaje de bioética en enfermería. Se realizó un estudio cuantitativo después de experimentar 6 escenarios simulados con contenidos éticos en alumnos de 4º de enfermería (n=30). Las variables del estudio fueron: valoración previa del conocimiento ético, aprendizaje, percepción y emociones, satisfacción y preferencia de contenidos. Las situaciones simuladas fueron diseñadas para contener cuestiones éticas. Las encuestas se analizaron con estadísticos descriptivos. Resultados. La perspectiva de los estudiantes acerca de su aprendizaje con simulación fue positiva (puntuaciones altas/muy altas en las diferentes dimensiones medidas en la encuesta). El contenido mejor valorado fue la “actuación ante sospecha de maltrato” y el menos valorado fue “aspectos sobre la cooperación al mal”. Discusión. Las competencias exploradas en este trabajo pueden ser ampliadas para lograr articular un plan de estudios con la simulación clínica como modelo para trabajar aspectos éticos. Las opiniones de los alumnos refuerzan el uso de la simulación para el aprendizaje de la ética.
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    Colecciones de casos: una valiosa herramienta docente en Anatomía Patológica
    (Universidad de Murcia. Servicio de publicaciones, 2024) Fernández Pérez, Juan; Sánchez Gutiérrez, David
    La especialidad de Anatomía Patológica (AP) se basa en el estudio histológico demuestras de tejidos para obtener diagnósticos clínico-patológicos. La revisión de las láminas demicroscopía generadas en la actividad asistencial puede ser una herramienta de interés docente.Estas “colecciones de casos”, que podemos definir como “conjuntos cerrados de casos seleccionados por su interés docente”, permiten al residente o estudiante de AP familiarizarse con las características histológicas de los tejidos normales, de las distintas entidades patológicas y otros hallazgos histológicos. En esta revisión narrativa describimos las características de estas colecciones de casos, su tipología, formas de uso, ventajas e inconvenientes; además, describimos el impacto dela digitalización de los servicios de Anatomía Patológica en la elaboración de colecciones de casos.
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    Debriefing and learning strategies: a comparison between two reflective analysis styles with/without a graphical record of strengths/weaknesses.
    (MDPI, 2021-01-28) Escribano Sánchez, Guillermo; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Leal Costa, César; García Sánchez, Alfonso; Díaz Agea, José Luis; Enfermería
    Background: Clinical simulation efficiently complements the training of Nursing Degree students. The debriefing phase is the most important feature of simulation-based learning, where the students are able to acquire the necessary competences. It is at this stage where learning strategies and motivation play a crucial role. The objective of the study was to analyze the relationship between the style of debriefing utilized in the simulation sessions, and the learning strategies of Nursing Degree students who participated in a high-fidelity clinical simulation. Method: This was a quasiexperimental study conducted with a sample of 200 students in their third and fourth years at university. To obtain the data, an evaluation Questionnaire for the Evaluation of Learning Strategies of University Students (CEVEAPEU) was utilized, as well as two different types of structured debriefing styles, namely, with or without a graphical representation of the strengths/weaknesses during the analytical phase. The data analysis was performed with the SPSS® v25 program. Results: Statistically significant differences were found, with higher scores obtained when utilizing debriefing with a graphical representation, on both scales of the questionnaire (affective and cognitive), on the motivational, metacognitive and processing, and use of information subscales, and twelve learning strategies mostly belonging to the subscales of motivation; searching, collecting, and selecting information; and processing and using information. Conclusion: Debriefing with a graphical representation is deemed, a priori, as the most adequate approach for our context, based on the greater number of learning strategies utilized by our students. The use of a written graphical record of the strengths and weaknesses in the analytical phase is recommended.
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    Development and psychometric testing of the non-technical skills scale in medical and surgical hospital units for nursing students
    (Elsevier, 2023-01-20) Leal Costa, César; Carrasco Guirao, José Jorge; Adánez Martínez, María Gracia; Díaz Egea, José Luis; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Suarez Cortés, María; Jiménez Ruiz, Ismael; Enfermería
    Objective: To develop and validate a tool to assess the non-technical skills of medical and surgical hospital units undergraduate nursing students. Background: In the area of healthcare, non-technical skills complement technical ones, and contribute to patient safety. High-fidelity simulation is an ideal resource for working on these skills. Thus, evaluation instruments are needed to understand the efficiency of this methodology. Although many evaluation instruments already exist, none measure non-technical skills of undergraduate nursing students in medical and surgical hospital units. Design: An instrumental study design was employed. Methods: Two-phases were used to develop and validate the scale: 1) Scale development. A group of experts defined the dimensions and components. Afterwards, the content was validated by experts, and a pilot study was conducted with undergraduate Nursing students. 2) Analysis of the psychometric properties of the scale. A total of 393 students were evaluated in high-fidelity simulation scenarios by three evaluators, through the use of the Non-Technical Skills in Medical and Surgical Hospital Units (NTS-Nursing) Scale. Results: The content validity indexes were adequate for the total of the items and the total of the scale. The statistical descriptors of the items, the internal structure, and the reliability (internal consistency and interevaluator reliability) were analyzed, as well as the external evidence of validity, with adequate values obtained. Conclusion: The NTS-Nursing scale is a valid and reliable instrument. Its structure of 10 items makes its use fast and easy.
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    Does Clinical Simulation Learning Enhance Evidence-Based Practice? A Quasi-Experimental Study Involving Nursing Students
    (Elsevier, 2023-12-27) Leal Costa, César; Carrasco Guirao, José Jorge; Adánez Martínez, María Gracia; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Suárez Cortés, María; Jiménez Ruiz, Ismael; Molina Rodríguez, Alonso; Díaz Agea, José Luis; Enfermería
    Background: Clinical simulation provides a safe learning environment and enhances the clinical and non-technical skills of students in Nursing. Meanwhile, evidence-based practice is crucial as it involves utilizing the best available research to deliver high-quality care. This study aimed to evaluate the impact of high-fidelity simulation (HFS) on nursing students’ acquisition of evidence-based practice (EBP) competencies. Methods: A quasi-experimental study was conducted with third-year undergraduate nursing students using a non-randomized intervention group. Questionnaires were used to collect socio-demographic and academic data and assess students’ EBP competence. EBP competence was compared before and after implementing an HFS training program. Results: The results showed a significant improvement in EBP competence after HFS training. Students showed a statistically significant increase in EBP-related knowledge and skills after the HFS training program. Conclusions: HFS enables the improvement of evidence-based practice competency in nursing students. Clinical simulation-based training improves the evidence-based practice of student nurses as it can promote evidence-based practice and thus improve the quality of patient care.
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    Exploring how evidence-based practice, communication, and clinical simulation outcomes interact in nursing education: a cross-sectional study
    (MDPI, 2024-03-13) Carrasco Guirao, José Jorge; Leal Costa, César; Castaño Molina, María de los Ángeles; Conesa Ferrer, María Belén; Molina Rodríguez, Alonso; Díaz Agea, José Luis; Adánez Martínez, María Gracia; Enfermería
    Background: Clinical simulation is an educational approach that aims to replicate real-life scenarios. Its primary goal is to help nursing students acquire the necessary knowledge and skills to perform effectively in clinical settings. This study focuses on the relationship between communication skills, evidence-based practice (EBP), and clinical simulation. We aimed to assess how communication skills and EBP competencies affect nursing students’ performance in simulated clinical scenarios. (2) Methods: We conducted an observational, cross-sectional study with 180 thirdyear nursing students at the University of Murcia. We used validated instruments to evaluate the students’ EBP competencies, communication skills, non-technical skills, and nursing interventions in simulated scenarios. (3) Results: The results showed that the students had varying competencies in EBP and communication skills. However, there was a positive and statistically significant correlation (p < 0.001) between these variables, non-technical skills, and the simulated clinical scenario nursing interventions. Our regression models revealed that communication skills and EBP competence significantly influenced the performance of the student nurses regarding their clinical and non-technical skills in the simulated scenarios. (4) Conclusions: Communication skills and EBP competencies predict performance in simulated scenarios for nursing students.
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    Nuevos horizontes en la Educación Sanitaria Especializada : explorando la plataforma de simulación virtual SIMOONS
    (Universidad de Murcia, Servicio de Publicaciones, 2024) Millán-Segovia, Laura; Calduch, Isaac; Jiménez-Llahí, Meritxell; Bañeras, Jordi
    La simulación virtual está transformando la educación sanitaria especializada al proporcionar un entorno virtual inmersivo y significativo para el desarrollo de habilidades técnicas y no técnicas. Este estudio de caso único investiga la plataforma de simulación virtual SIMOONS en el contexto del entrenamiento de habilidades no técnicas para profesionales sanitarios diversos. Se detallan las funcionalidades de la plataforma, las especificidades didácticas de la simulación virtual y los resultados obtenidos en términos de reacción y percepción del aprendizaje por parte de los participantes del programa eTEAMS, un programa transversal de educación sanitaria especializada centrado en la mejora de las habilidades no técnicas. Los hallazgos muestran que SIMOONS ofrece una alternativa efectiva para recrear entornos virtuales de aprendizaje simulados con pacientes virtuales. Además, los participantes destacan que la simulación virtual brinda un aprendizaje seguro y participativo, equiparable al aprendizaje presencial, permitiendo una retroalimentación efectiva para la transferencia a la práctica clínica.
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    Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study
    (MDPI, 2019-11-22) Díaz Agea, José Luis; Ramos Morcillo, Antonio Jesús; Amo Setien, Francisco José; Ruzafa Martínez, María; Hueso Montoro, César; Leal Costa, César; Enfermería
    The self-learning methodology in simulated environments (MAES©) is an active method of education. The aim of this study was to analyze the perceptions and opinions of undergraduate and graduate nursing students about the self-learning methodology in simulated environments. A mixed, cross-sectional, descriptive study based on a survey tool made ad hoc (quantitative approach) and an open questionnaire (qualitative approach) was carried out. A sample of 149 undergraduate and 25 postgraduate nursing students were tested. The score was high for all the variables of the questionnaire analyzed: for perception of simulation performance, M = 73.5 (SD = 14.5), for motivation, M = 23.9 (SD = 5.9), for the opinion about facilitators, M = 25.9 (SD = 4.5), and for the promotion of team work, M = 16.9 (SD = 3.4). Five dimensions were identified and evaluated in the qualitative research. The students were pleased with MAES© and had a positive perception, since they considered that MAES© increased their learning.
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    Perceptions and attitudes of undergraduate medical studentsregarding the use of the simulation-based learning model: amixed study
    (Universidad de Murcia. Servicio de publicaciones, 2025) Díaz Medina, Blanca Alejandra; Ruiz Gomez, Luis Miguel; Bernal Bravo, Maricruz; Padilla Guerrero, Juan Manuel; Razo Jiménez, Gladis; Torres Rodríguez, Luis Enrique; Mendoza Moreno, Adrián; Villanueva Duque, José Alfredo; Departamentos
    Introduction: The Simulation-Based Learning Model used in medical education is a toolthat has contributed to the acquisition of clinical competencies and doctor-patient communicationskills in students, promoting optimal knowledge and greater confidence in the execution of skills andabilities, clinical reasoning, critical thinking, leadership and teamwork when performing medicalprocedures with real patients, minimizing iatrogenesis and incompetence. An aspect that has notbeen evaluated enough is the perceptions and attitudes of students towards this model, which canhelp to understand how the experience of the model is in undergraduate medical students. Methods:A study was conducted with 354 students from 1st to 9th semester of medicine at UVM Zapopan. survey was conducted to obtain information on how they evaluated their experience with the model.25 of these participants were selected to conduct a semi-structured interview to delve deeper intotheir perceptions and attitudes. Results: 83% identify the Simulation-Based Educational Model andalso consider it of great importance for their training, 8 out of 10 respondents report having greaterself-confidence and 81% improve their clinical skills and abilities. From the qualitative interviews, 5central themes were identified: experiences in class, learning, development of self-confidence,advantages and limitations and suggestions, in general, evaluated positively; However, theperception is ambivalent in self-confidence. Conclusion: The transition to a simulation-based model iswell accepted and achieves an adequate development of competencies.
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    Simulación clínica: Validación de encuesta de calidad y satisfacción en un grupo de estudiantes de Medicina
    (Universidad de Murcia. Servicio de publicaciones, 2024) Padilla, María José; González, Jacqueline; Sarmiento, Fernando; Tripoloni, Daniel; Cohen Arazi, Laura
    Múltiples estudios han demostrado la eficacia de la simulación en la enseñanza pero resulta importante conocer el grado de satisfacción de los estudiantes con respecto a esta estrategia y contar con un instrumento estandarizado para ello. Los objetivos de este trabajo fueron validar la Encuesta de Calidad y Satisfacción de Simulación Clínica de Durá Ros y analizar la relación entre el nivel de satisfacción, el número de asignaturas con prácticas de simulación cursadas y el promedio académico. En un estudio observacional, descriptivo y transversal se incluyeron estudiantes de la carrera de Medicina de la Universidad de Ciencias Sociales y Empresariales que cursaron asignaturas con simulación clínica (n=122). La encuesta fue presentada como unformulario autoadministrado con opciones de respuesta en escala de Likert. Se emplearon las pruebas “U” de Mann-Whitney para el contraste de hipótesis al compararse los niveles de acuerdo globales según grupos de edad y promedio dicotomizado y de Kruskal-Walis para el nivel de acuerdo según el año en curso de la carrera. Con el objetivo de resumir los ítems de la encuesta en dimensiones, se realizó un análisis de componentes principales (ACP). La mediana en el nivel deacuerdo fue 5, excepto en realismo de los escenarios y duración de las actividades. No se encontraron diferencias significativas en los grados de acuerdo considerando el número de asignaturas cursadas y el promedio académico. La ausencia de asociación entre la satisfacción, el número de asignaturas cursadas y el promedio académico demuestra que la estrategia per se es motivadora del aprendizaje. El análisis de factores exploratorio sugiere que la encuesta es válida y que la cantidad de ítems de la misma podría ser reducida sin afectar las dimensiones consideradas
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    Telephone-Based Structured Communication SimulationProgram for the Follow-Up of COVID-19 Cases and Contacts inPrimary Care
    (MDPI, 2022-03-25) Adánez Martínez, María Gracia; Jiménez Ruiz, Ismael; Carrillo García, César; Díaz Egea, José Luis; Ramos Morcillo, Antonio Jesús; Ruzafa Martínez, María; Molina Rodríguez, Alonso; Leal Costa, César; Enfermería
    (1) The COVID-19 pandemic has had many consequences on health systems worldwide. Inthe Spanish health system, telephone-based consultations were coupled to in-person consultations.This type of consultation was mainly a challenge for the primary care teams, who had to assume thegreatest load of care provision. The objective of the present study was to discover the satisfaction andperception of health professionals related to a training program on efficient communication basedon high-fidelity simulation. (2) Methods: A cross-sectional descriptive study based on a convergentand parallel mixed method. The satisfaction and perception of 275 health professionals associatedwith COVID-19 training based on the structured communication model CERCAR©was analyzed.(3) Results: The assessment of the satisfaction with the training and methodology was high. Withrespect to the transfer of information, the participants gave a high score to the categories of con-solidation of learning, applicability to their work, and benefits for the institution. The qualitativeresults supported these findings. (4) Conclusions: The training program and its virtual modalitywere well received, and had a high degree of transference. The application of active, online learningmethodologies is a relevant format for continuous education.
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    The expository phase of debriefing in clinical simulation: a qualitative study
    (BioMed Central, 2025-04-30) Fenzi, Giulio; Alemán Jiménez, Carolina; Cayuela Fuentes, Pedro Simón; Segura López, Gabriel; Leal Costa, Cesar; Díaz Agea, José Luis; Enfermería
    Background Clinical simulation fosters reflective, experiential learning in a safe environment, allowing participants to learn from mistakes without patient risk. Debriefing, essential for reflection, is typically facilitator driven. The MAES© methodology (Self-Learning Methodology in Simulated Environments) shifts the focus to students, guiding them through six sequential phases: group identity creation, topic selection, objective setting, competency establishment, scenario design, simulation, and debriefing. MAES© introduces an expository phase in debriefing, where students present theoretical and practical content. The facilitator assumes a significant, yet secondary role, fostering increased student-led learning opportunities and, at times, enabling even trained real patients to co-facilitate the debriefing. Objective To explore participants’ experiences and perceptions regarding the expository phase of debriefing within the MAES© methodology framework, with specific focus on the student-led debriefing component. Method A descriptive qualitative inductive approach with thematic content analysis was used. Open-ended questionnaires from 151 undergraduate final year and post-graduate nursing students, captured their experiences with the MAES© expository phase. Open-ended questionnaires allow participants to freely and anonymously express their perspectives and experiences. Responses were transcribed, independently coded, and analyzed using MaxQDA® v18. Data were coded and analyzed based on absolute and relative frequencies of emerging categories. The study adhered to the SRQR (Standards for Reporting Qualitative Research) guidelines. Results The analysis revealed several key themes in student evaluations. Satisfaction with the methodology emerged strongly, with over one-third of participants expressing no desired changes. The reflective nature of the approach was prominently valued, along with its effectiveness for concept clarification and fostering collaborative learning. Participants particularly noted developmental outcomes in communication competencies and technical skills, while appreciating the motivational learning environment and evidence-based focus. The suggested improvements focused on three main aspects: increased session dynamism, a greater use of visual and interactive elements, and reduced dependence on slide-based presentations. Conclusion The study highlights the value of the expository phase in the MAES© methodology, emphasizing its effectiveness in clarifying concepts, fostering collaboration, and developing technical and communication skills. It also promotes student autonomy through active engagement. However, participants suggested improvements,
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    What can be improved in learning to care for people with autism? A qualitative study based on clinical nursing simulation
    (Elsevier, 2022-11) Díaz Agea, José Luis; Macías Martínez, Natalia; Leal Costa, César; Girón Pove, Gema; Garcia Méndez, Juan Antonio; Jiménez Ruiz, Ismael; Enfermería
    Aim/objective The aim of this study was to identify the main patterns of errors that 4th year nursing students made in simulated clinical practice with scenarios of care for people with Autism Spectrum Disorder (ASD). Background Clinical simulation currently plays a major role in the training of nursing students and provides the participants with the opportunity to practice and develop their clinical sills with a pediatric patient diagnosed with ASD. Design A retrospective longitudinal qualitative study was performed. Methods Content analysis of the existing debriefing records from a period of 7 academic years (2016–2022) was carried out. The scenario was simulated by a standardized patient diagnosed with ASD, with 23 groups of nursing students. Results The results showed different patterns of errors. These patterns were grouped into 1 main category (weaknesses) and 5 major subcategories: clinical, communication, knowledge about ASD, emotions, and behavior towards parents. The most repeated errors were excessive use of verbal communication, abundant stimuli, low demand for information from primary caregivers, low demand for information about the child's emotions and interests, and a lack of knowledge of the profile of the child with ASD. Conclusion From the findings of this study, we can highlight the lack of training that students received on the practical approach for providing care to these individuals. It has also been inferred in this study that clinical simulation is a tool that favors reflection and experiential learning for students when they are faced with caring for people with ASD.