Percepción docente sobre la simulación clínica en el grado de enfermería en Ecuador

Objective: To analyze the higher education teacher's perception of simulation as a key element in improving the academic quality of the nursing degree. Methods: A qualitative, descriptive research was conducted with a phenomenological design. Eight nursing teachers participated in the study, with a non-probabilistic sampling by convenience. The semi-structured interview was used as a technique for data collection, through Colaizzi's method. Results: Sixteen categories emerged: 1. Active Methodologies; 2. Debriefing; 3. Security; 4. Fidelity levels; 5. Persistence of the teaching role; 6. Learning facilitator; 7. Pedagogy and reflection on clinical simulation; 8. Limitations; 9. Teamwork; 10. Comprehensive skills; 11. Assessment; 12. Self-learning; 13. Aspects best valued; 14. Continuous training; 15. Equipment and infrastructure; 16. Proposals for improvement. Conclusions: Professionals perceive a vulnerability in clinical simulation training, it was proposed to address three key aspects: continuing education, curricular integration and use of high-fidelity simulators, for a strategic change in the academic preparation of the future nursing professional.