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They are also an ideal environment for the evaluation and assessment of knowledge and acquired skills. They offer a risk-free environment where students are able to integrate theory and practice, without the fear of harming patients.</p><p id="par0010" class="elsevierStylePara elsevierViewall">At the end of the 1960s the first simulation dummies came into use in medical education.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> Simulators have been perfected since then up to now. Depending on the degree to which simulated experience is similar to reality it is classified as <span class="elsevierStyleItalic">low, medium</span> or <span class="elsevierStyleItalic">high fidelity</span>.</p><p id="par0015" class="elsevierStylePara elsevierViewall">The term <span class="elsevierStyleItalic">high fidelity</span> refers to the technological level of the dummy as well as the creation of the professional environment with enhanced realism. It also refers to the <span class="elsevierStyleItalic">standardised patient</span> or <span class="elsevierStyleItalic">standard patient</span> (SP) when a previously trained actor simulates a patient in a clinical setting.</p><p id="par0020" class="elsevierStylePara elsevierViewall">Different quantitative studies show that clinical simulation is positive for the training of university students. More specifically, the results of a meta-analysis indicate that training using simulation may greatly improve the results of learning, and it is more effective than traditional learning methods.<a class="elsevierStyleCrossRef" href="#bib0010"><span class="elsevierStyleSup">2</span></a> Another study with a qualitative approach underlined what students thought of simulation, indication that it causes them to feel pressure and stress at tolerable levels for the learning they gain from it.<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a></p><p id="par0025" class="elsevierStylePara elsevierViewall">The same study reveals the experience of Nursing students regarding the “transfer of the results of simulation-based learning” to clinical practice: their self-confidence improved, as did their skills and clinical judgement, and they comprehended the importance of communication and team work.<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a></p><p id="par0030" class="elsevierStylePara elsevierViewall">However, what occurs respecting the introduction of SP methodology? A qualitative study of nurses who were undergoing “advanced practice” in training found that using a SP improved their communication skills. Based on their description of their experiences, this methodology was found to aid them to apply the communications skills that they had learnt.<a class="elsevierStyleCrossRef" href="#bib0020"><span class="elsevierStyleSup">4</span></a></p><p id="par0035" class="elsevierStylePara elsevierViewall">A complete review of 19 papers recommended increasing the use of a SP to increase nurses’ communications skills and their capacity to interact with patients in a broader range of clinical contexts and with increased methodological rigour.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a> The findings of this review suggest that it is necessary to undertake more studies to increase the areas in which the SP method is used in training, while also validating instruments to prevent a lack of rigour in obtaining results with the different programmes that use SP.<a class="elsevierStyleCrossRef" href="#bib0025"><span class="elsevierStyleSup">5</span></a></p><p id="par0040" class="elsevierStylePara elsevierViewall">Based on all of the above considerations it may be asked: how can simulation with a SP influence the process of skill acquisition in Nursing university students in Spain? On the one hand, it has the potential to help students, especially in the acquisition of advanced skills, by combining knowledge, skills and attitudes, as is the case for clinical simulation in general.<a class="elsevierStyleCrossRef" href="#bib0005"><span class="elsevierStyleSup">1</span></a> Implementing simulation in the study plan is decisive for the results of learning as well as the transfer of learning to clinical practice.<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> It has to be said that the application of SP technique is included within Nursing Degree study plans, in harmony with nursing skills and their evaluation in laboratories and simulations. Nevertheless, it would be necessary to evaluate the development of this teaching methodology to be able to increase its standardisation. Research into experiences of collaboration between universities and medical services would be able to contribute to increased comprehension of the role of simulation-based nursing training.<a class="elsevierStyleCrossRef" href="#bib0015"><span class="elsevierStyleSup">3</span></a> The use of SP technique would lead to a reduction in costs in comparison with other forms of high fidelity simulation, and this is especially relevant given the economic crisis, which also affects universities. Nevertheless, it is also necessary to consider certain possible limitations, such as the availability and suitability for training of the SP method, the time available to teachers and the availability of a recording system that is suitable to supply students with feedback.</p><p id="par0045" class="elsevierStylePara elsevierViewall">The execution of this methodology is a challenge for nursing training. Its increased realism while eliminating iatrogenic harm and improving communication skills will lead to a strengthening of the skills acquired by future professionals. The quality teaching of Nursing involves the necessary and recommendable implementation of simulation using the SP method, together with studies that make it possible to identify areas for improvement and effective training strategies.</p></span>" "pdfFichero" => "main.pdf" "tienePdf" => true "NotaPie" => array:1 [ 0 => array:2 [ "etiqueta" => "☆" "nota" => "<p class="elsevierStyleNotepara" id="npar0005">Please cite this article as: Agudo-Ugena JP. El proceso enseñanza-aprendizaje a través del paciente simulado: un reto en la formación enfermera universitaria. Enferm Clin. 2022;32:67–68.</p>" ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bibs0005" "bibliografiaReferencia" => array:5 [ 0 => array:3 [ "identificador" => "bib0005" "etiqueta" => "1" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "La simulación clínica como herramienta pedagógica, Percepción de los alumnos de Grado en Enfermería en la UCAM (Universidad Católica San Antonio de Murcia)" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:6 [ 0 => "L. Juguera Rodríguez" 1 => "J.L. Díaz Agea" 2 => "M.L. Pérez Lapuente" 3 => "C. Leal Costa" 4 => "A. Rojo Rojo" 5 => "P. 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Hovland" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.1186/s12912-018-0325-8" "Revista" => array:6 [ "tituloSerie" => "BMC Nurs" "fecha" => "2019" "volumen" => "18" "paginaInicial" => "1" "paginaFinal" => "8" "link" => array:1 [ 0 => array:2 [ "url" => "https://www.ncbi.nlm.nih.gov/pubmed/30651717" "web" => "Medline" ] ] ] ] ] ] ] ] 3 => array:3 [ "identificador" => "bib0020" "etiqueta" => "4" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "The outcome of interprofessional education: Integrating communication studies into a standardized patient experience for advanced practice nursing students" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:2 [ 0 => "N. Defenbaugh" 1 => "N.E. Chikotas" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.1016/j.nepr.2015.06.003" "Revista" => array:5 [ "tituloSerie" => "Nurse Educ Pract [Internet]" "fecha" => "2016" "volumen" => "16" "paginaInicial" => "176" "paginaFinal" => "181" ] ] ] ] ] ] 4 => array:3 [ "identificador" => "bib0025" "etiqueta" => "5" "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Use of simulated patients to develop communication skills in nursing education: an integrative review" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:4 [ 0 => "S. MacLean" 1 => "M. Kelly" 2 => "F. Geddes" 3 => "P. Della" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.1016/j.nedt.2016.09.018" "Revista" => array:5 [ "tituloSerie" => "Nurse Educ Today [Internet]" "fecha" => "2017" "volumen" => "48" "paginaInicial" => "90" "paginaFinal" => "98" ] ] ] ] ] ] ] ] ] ] ] "idiomaDefecto" => "en" "url" => "/24451479/0000003200000001/v1_202202090540/S2445147921000151/v1_202202090540/en/main.assets" "Apartado" => array:4 [ "identificador" => "63167" "tipo" => "SECCION" "en" => array:2 [ "titulo" => "Letters to the Editor" "idiomaDefecto" => true ] "idiomaDefecto" => "en" ] "PDF" => "https://static.elsevier.es/multimedia/24451479/0000003200000001/v1_202202090540/S2445147921000151/v1_202202090540/en/main.pdf?idApp=UINPBA00004N&text.app=https://www.elsevier.es/" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S2445147921000151?idApp=UINPBA00004N" ]
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Letter to the Editor
The teaching-learning process through a standardized patient: A challenge in university nursing training
El proceso enseñanza-aprendizaje a través del paciente simulado: un reto en la formación enfermera universitaria
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