The research focused on the simulation laboratory in the subject comprehensive care for women, with the aim of making a diagnosis, with the global trends of learning environments as they are called in other countries and putting the equipment at the service of teachers. with the learning guides for the basic procedures in which you will need to gain skill and dexterity before facing real people. Review the theoretical sources of teaching applied to clinical simulation and use it in the theoretical contributions of the curriculum and the new trends adopted in competencies to improve the quality of institutions and institutional accreditation. In this study, the qualitative-quantitative paradigm with a descriptive-exploratory design was used. The population and sample consisted of four components: teacher, students, administrative and the simulation area. The questionnaire was applied in September 2013. The variables are analyzed in the technical methodological table for the development of the items of the four components to be studied. The instruments were based on propositions and numerical assessment scales regarding the subject. The results obtained indicate that the students have technological tools, the laboratory is considered a learning tool, it is not used prior to the practices, with deficits in the concepts of laboratory skills and clinical simulation, it requires updating in the face of technological advances and a washbasin in principle, the adequacy of the physical space. Teachers need to handle language by competencies. The equipment requires temperature, cleaning, lubrication and replacement of parts. The models found are simple and require advanced simulators