OBJECTIVE: To analyze the perception of undergraduate nursing students on simulation strategies in the teaching-learning process for developing competence in risk assessment for pressure ulcers. METHODS: Descriptive study with qualitative analysis done with 29 final-year undergraduate nursing students. Data were collected during debriefing by focus group after the simulation scenario and were then analyzed by Bardin's technique, resulting in five categories and their respective thematic register units. RESULTS: The strategy facilitated reasoning of the undergraduate students during the simulation scenario (action), developing students' critical thinking about competence, identifying learning gaps, promoting satisfaction among the students, and improving professional self-image. CONCLUSION: The simulation strategy develops the competence in risk assessment for pressure ulcers in all their dimensions: knowing (knowledge); knowing-doing (skills); and wanting to act, knowing-acting, and ability to act (attitudes).
Nursing education; Pressure ulcers; Nursing assessment; Simulation; Clinical competence
