Introduction

The health emergency in 2020 caused important changes in professional nursing training. Faced with this unprecedented situation, educators had to transform face-to-face practice in hospital environments, simulation clinics, and laboratories to one in virtual environments. Virtual simulation has proven to be an innovative strategy to give continuity to the theoretical-practical articulation, to favor the development of cognitive, attitudinal, and procedural skills in students, and for holistic learning.

Objective

To determine the perception of sixth-semester nursing students about virtual simulation practices.

Method

Descriptive, observational, and cross-sectional study, carried out on 71 students in the sixth semester of their nursing career. The information was collected through a questionnaire that evaluated the virtual simulation methodology and a structured interview that inquired about the virtual simulation experience.

Results

It was observed that more than 90% of the participants agreed that virtual simulation constitutes a valuable pedagogical tool for theoretical-practical articulation, significant learning, and the development of clinical competencies.

Discussion

Virtual simulation has been valued as a useful strategy for the development of cognitive and attitudinal skills and compassion in the care of patients in critical health conditions. As well, as a methodology that stimulates significant learning, it allows the development of critical thinking and self-confidence for effective decision-making.

Conclusion

Virtual simulation has proven to be a methodology that favors clinical nursing learning.