Learning Experiences in Simulation-Based Scenarios Among Undergraduate Students Enrolled in the Perinatal and Early Childhood Psychology Course at a Private University in Buenos Aires, Argentina
DOI:
https://doi.org/10.59471/psicologia2026223Keywords:
clinical simulation, perinatal psychology, undergraduate training, learning experienceAbstract
The aim of this study was to explore the experiences of undergraduate students enrolled in the Perinatal and Early Childhood Psychology course who participated in clinical simulation activities at the Hospital Simulation Center (CeSi) of a private university in Buenos Aires, Argentina. An exploratory, mixed-methods, cross-sectional design was conducted, with a final sample of 30 students. The intervention consisted of a simulation experience using role-playing techniques in a neonatal intensive care setting, followed by the administration of an ad hoc questionnaire including both quantitative (Likert-scale) and qualitative (open-ended) items. Quantitative results showed that 96.7% of participants reported that the experience contributed to their learning in the course, highlighting a unanimous interest in increasing this type of activity. Additionally, 73.3% of students considered the CeSi facilities to be adequate, although responses varied regarding whether these met their initial expectations. Qualitative analysis identified categories related to the learning experience, personal reflections, reflections on the professional role, the role of instructors, responses to unfamiliar situations, infrastructural aspects of the CeSi, and activity planning. It is concluded that clinical simulation constitutes a valuable pedagogical strategy in Perinatal Psychology training, promoting the integration of theoretical knowledge, professional positioning, and emotional processing within a safe environment. Nevertheless, the need to expand the sample and to conduct further research assessing the impact on specific competencies using validated instruments is highlighted.
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