Building Skills in Infection Prevention Through Simulation: Insights from Nursing Students in Brazil and Peru

<b>Background/Objectives</b>: Healthcare-associated infections (HAIs) require specific skills in nursing education, yet their curricular integration often remains fragmented, limiting the consolidation of knowledge and safe clinical practice. This study aimed to explore the perceptions of nursing students from Brazil and Peru regarding the use of clinical simulation as a strategy to develop skills in HAIs prevention and control. <b>Methods</b>: A qualitative approach was employed, involving 12 focus groups (n = 297 students) across four universities. The discussions were conducted following simulation activities based on standardized scenarios structured into four phases: pre-reading, briefing, execution, and debriefing. Data were collected using a semi-structured interview guide flowed by content analysis, through which saturation was achieved. The study adhered to COREQ guidelines. <b>Results</b>: Three main themes emerged: (i) clinical simulation as a student-centered teaching-learning strategy, where pre-reading and briefing materials enhanced students' confidence and clarity in performing tasks, with checklists suggested to avoid omissions; (ii) simulation as a facilitator of autonomy and safety in HAI prevention, offering a protected environment for making mistakes and learning, with formative feedback during debriefing increasing risk awareness, although debriefing time was noted as an area for improvement; and (iii) meaningful learning and integration with traditional education, as students reported increased engagement, better knowledge retention, and greater perceived transfer of skills to real clinical settings. <b>Conclusions</b>: Clinical simulation demonstrated strong potential to support the development of HAI prevention skills in undergraduate nursing students. Longitudinal implementation with standardized scenarios and further evaluation of educational effectiveness and debriefing strategies is recommended.

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Publication Details

Journal
Nursing Reports
Published
2026-01-06
DOI
https://doi.org/10.3390/nursrep16010014
Primary Topic
Simulation-Based Education in Healthcare
Type
article
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article

Building Skills in Infection Prevention Through Simulation: Insights from Nursing Students in Brazil and Peru

Rodrigo Siqueira‐Batista, Luana Vieira Toledo, Mara Rúbia Maciel Cardoso do Prado, Isaías Wilmer Duenas Sayaverde et al.
Nursing Reports
Simulation-Based Education in Healthcare
article

Building Skills in Infection Prevention Through Simulation: Insights from Nursing Students in Brazil and Peru

Rodrigo Siqueira‐Batista, Luana Vieira Toledo, Mara Rúbia Maciel Cardoso do Prado, Isaías Wilmer Duenas Sayaverde, Miluska Frisancho Camero, Angela Gonzales, Santos-Costa Paulo, Andréia Guerra Siman, Luis A. Chihuantito-Abal, Kelly Myriam Jiménez De Aliaga, Amaia Yurrebaso Macho, Andréia Patrícia Gomes, Filipe Paiva-Santos, Antonio Sánchez Delgado, Manuel Chaves, Yanet Castro Vargas, Rosario del Socorro Avellaneda Yajahuanca, Pedro Paulo do Prado Júnior, Belén García Sánchez, Teresa Neves, Juan Antonio Juanes Méndez, Raquel Guzmán Ordaz, María Antonieta Rubio Tyrrell, Salgueiro-Oliveira Anabela, Francimar Tinoco de Oliveira, María José Fermoso Palmero, Edo Gallegos Aparicio, Sdenka Caballero Aparicio, Zoila Isabel Cárdenas Tirado, Nely Esperanza Mundaca Constantino, María Itila Díaz Coronel, Edwin Barboza Estela, Pedro Parreira, Sabrina da Costa Machado Duarte, Eva María Picado Valverde, João Graveto, José Efraín Larrea Campos, Maria da Conceição Bento, Elisabete Pimenta Araújo Paz, Margareth Cristina de Almeida Gomes, Luciene Muniz Braga, Priscila Brigolini Porfirio Ferreira, Talita Prado Simão Miranda
article en

Abstract

<b>Background/Objectives</b>: Healthcare-associated infections (HAIs) require specific skills in nursing education, yet their curricular integration often remains fragmented, limiting the consolidation of knowledge and safe clinical practice. This study aimed to explore the perceptions of nursing students from Brazil and Peru regarding the use of clinical simulation as a strategy to develop skills in HAIs prevention and control. <b>Methods</b>: A qualitative approach was employed, involving 12 focus groups (n = 297 students) across four universities. The discussions were conducted following simulation activities based on standardized scenarios structured into four phases: pre-reading, briefing, execution, and debriefing. Data were collected using a semi-structured interview guide flowed by content analysis, through which saturation was achieved. The study adhered to COREQ guidelines. <b>Results</b>: Three main themes emerged: (i) clinical simulation as a student-centered teaching-learning strategy, where pre-reading and briefing materials enhanced students' confidence and clarity in performing tasks, with checklists suggested to avoid omissions; (ii) simulation as a facilitator of autonomy and safety in HAI prevention, offering a protected environment for making mistakes and learning, with formative feedback during debriefing increasing risk awareness, although debriefing time was noted as an area for improvement; and (iii) meaningful learning and integration with traditional education, as students reported increased engagement, better knowledge retention, and greater perceived transfer of skills to real clinical settings. <b>Conclusions</b>: Clinical simulation demonstrated strong potential to support the development of HAI prevention skills in undergraduate nursing students. Longitudinal implementation with standardized scenarios and further evaluation of educational effectiveness and debriefing strategies is recommended.

Nursing ReportsVol. 16(1)
Universidade Federal do Rio de Janeiro (BR), Universidade Federal de Viçosa (BR), Universidad de Salamanca (ES), National Autonomous University of Nicaragua (NI), Universidad Andina del Cusco (PE), Escola Superior de Enfermagem de Coimbra (PT), Universidade Federal do Estado do Rio de Janeiro (BR)
Quality Education
Openalex Percentile: Top 96%
Simulation-Based Education in Healthcare
DOIOpen Access PDFOpenAlex
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