| Sumario: |
Simulation as a learning strategy has been used since ancient times. The simulated practices consist of the experimentation of a model that imitates certain aspects of reality, which allows working in artificially conditioned environments, simulating the real thing, but with controlled variables. For its part, the term strategy, from Latin, means art of directing military operations or art to direct a matter. By linking this concept with the field of education, we find the pyramid model, which establishes “know-how” skills that are highly significant for the practice of clinical simulation, since they encourage student participation in learning processes. And, in addition, highlight the role of the environment. Thus, simulated practices, due to their proximity to real situations, constitute an effective resource for meaningful learning. The characteristic advantages of this methodology, added to the current conditions as soon as the COVID-19 pandemic has disrupted lines such as health, education, society, among others; affectations that limit the learning of those who study in the area of health, of those who prepare to face situations that at every step put their lives at risk, such as future nursing professionals; a situation that also restricts the actions of those of us who facilitate this learning, all this makes it essential to adopt a learning strategy that ensures the continuity of the teaching process in conditions similar to those of the hospital environment. Faced with this reality, for those of us who are in charge of training those personnel who fight in the front line for the recovery of patients' health, simulating.
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