Introduction:

The teaching experience of a group of teachers when teaching clinical procedures has been carried out through virtual guides prepared using instructional design models in which the pedagogical and technological pedagogical dimensions were taken into account.

Objective:

To create a virtual clinical simulation guide for nursing students to have autonomous learning of a clinical-care procedure, through the application of an instructional design model.

Methods:

To develop the guide it was necessary to apply the ADDIE (acronym for Analysis, Design, Development, Implementation and Evaluation) instructional design model, on which some qualitative and quantitative measurements were made.

Results:

Quantitative measurements made in 159 participants between 2015 and 2016 indicated an average score of 3.99 with a standard deviation of 0.86, which showed that the strategy used to teach the procedure with the virtual guide was effective. The qualitative evaluation assessed dimensions of satisfaction, realistic experience, confidence, motivation, technical skills and decision making, and it showed that teacher support was still required in the simulation area, which reduced the satisfaction of some participants. Likewise, one factor that was affected was communication, because the guide does not facilitate the development of this skill.

Conclusion:

The ADDIE instructional model is useful for developing virtual guidelines for clinical procedures, and in its final evaluation stage allows the implementation of qualitative and quantitative research value processes to verify its effectiveness.

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