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Clinical simulation has been highlighted as a didactic and pedagogical methodology that promotes learning in health sciences students. In the same way, the evaluative practice is established as a strategy that projects to transform knowledge and promote learning in simulation, contemplating competencies in knowing how to be, knowing how to know and knowing how to do, allowing the student to have an approach to the field in which he/she will work, by means of analytical, critical, procedural and ethical tools corresponding to the nursing discipline. The book has three chapters that bring together tools for teaching practice, evaluative instruments, non-technical competencies such as leadership, and strategies to empower their skills in the simulated classroom, as well as allowing reflection on evaluation and its contribution to the institutions.