The realistic simulation as a teaching methodology in health makes a significant contribution to the training of more skilled professionals, thereby producing technical, ethical and political expertise to face the health problems in which they are inserted. Accordingly, this study intends to unveil the viewpoint of the student after its learning in nursing by means of the realistic simulation. The methodology path was constructed based on the phenomenological qualitative research. The research scenario was a higher education institution in the city of Itapira, countryside of the state of São Paulo. We performed interviews with seven undergraduate nursing students regularly enrolled in the aforementioned institution. Regarding the theoretical framework, we used the Heidegger's hermeneutic phenomenology. In order to perform the interviews, we opted for two guiding questions, which guided the way to be covered, with concern about the experience lived by the subjects: What was it for you to use the realistic simulation during the learning in nursing? How do you perceive the use of the realistic simulation methodology for your performance with the customer and its family? From the descriptions of the students about the learning in nursing, it was possible to know the meanings and senses of the learning in nursing and their experience throughout this process. We noticed twenty-five propositions and eleven thematic convergences, which were divided into three open categories: Significant experience; Knowledge construction; Simulation, thinking, acting and learning. The realistic simulation has emerged as a methodology that fosters the development of critical thinking in students, thereby promoting selfassessment and experiential learning, besides providing an authentic experience, in a controlled environment, with a planned pedagogical purpose, which is able to awaken true feelings that move students towards to a leading role in the pursuit of knowledge. We hope that this research will contribute to the development of active learning strategies, thereby offering methodological grants for the training of skilled professionals in the field of nursing.
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