Impact of Simulation applied to Health Social.

Abstract

Healthcare Social Work (HSW) faces a sustained increase in social complexity within hospital settings, a phenomenon widely recognized by professionals in the field. This increase demands scientific evidence of the impact of this social complexity on the patient's overall prognosis and, at the same time, requires the creation of new training strategies capable of responding to highly sensitive situations and the significant emotional burden these cases entail. In this context, clinical simulation emerges as a particularly relevant pedagogical methodology. Its ability to recreate realistic scenarios allows for the training of communicative, reflective, and decision-making skills in a safe environment, fostering deep experiential learning. The scenario in clinical simulation is configured as a key pedagogical methodology that promotes experiential learning, making it an ideal tool for addressing complex cases such as gender-based violence, child abuse, and conflicts in hospital discharge planning. The objective of this article is to generate scientific evidence of how clinical simulation can improve HSH intervention in cases of social complexity, contributing to professional excellence in the HSH discipline. The results show very high levels of satisfaction and professional confidence, supporting the potential of simulation to strengthen reflection, decision-making, and cohesion within the interdisciplinary team. Furthermore, the methodology contributes to consolidating the professional identity of social workers and improving the quality of intervention in contexts marked by vulnerability and uncertainty. Overall, the findings demonstrate that clinical simulation is not only an effective training tool but also a transformative space that fosters the comprehensive development of professionals and improves their response to situations of high social complexity. Its incorporation into social worker training programs has represented a significant step toward a more competent, reflective, and person-centered practice.