Effects of the use of clinical simulators on the development of practical skills in higher education

Introduction – Clinical simulation has been consolidated as an innovative strategy to strengthen practical teaching in higher education in health sciences, as it enables the integration of theoretical knowledge with the development of clinical competencies in safe and controlled environments. The objective of the study was to analyze the effects of the use of clinical simulators on the development of practical skills among students of the Professional School of Obstetrics at Universidad Peruana Los Andes. Methodology – A quantitative, applied, descriptive–correlational design was employed. The sample consisted of 226 students selected through stratified probabilistic sampling, considering academic cycle and gender as strata to ensure representativeness of the student population. Data were collected using a 30-item structured questionnaire distributed across five theoretical dimensions, measured through a five-point Likert scale. The reliability of the instrument was assessed using Cronbach’s Alpha, obtaining an overall coefficient of α = 0.978, which indicates excellent internal consistency. Data analysis included descriptive and inferential statistics using IBM SPSS version 26, and statistical significance was established at p < 0.05. Results – The results showed that the dimensions “teamwork and communication” (β = 0.296; p = 0.005) and “safety and confidence in clinical performance” (β = 0.613; p < 0.001) had statistically significant relationships with the overall perception of formative impact, whereas the dimensions “access and use” and “technical competencies” did not show significant effects. These findings confirm that clinical simulation primarily influences the strengthening of socio-emotional and collaborative competencies in professional training. Conclusion – Clinical simulation constitutes an effective pedagogical strategy to enhance students’ self-confidence, professional safety, and the practical integration of knowledge in health education. Its incorporation into university curricula is recommended, along with further research assessing its long-term impact on clinical performance.