Publication: Self-directed learning in nursing students: a quasi-experimental comparison of two simulation methods
Authors
Molina Rodríguez, Alonso ; Díaz Agea, José Luis ; Cheng, Su-Fen ; Lopez-Chicheri-García, Isabel ; Suárez Cortés, María ; Doménech Asensi, Guillermo
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Facultad de Enfermería
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Publisher
Elsevier
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DOI
https://doi.org/10.1016/j.teln.2025.08.032
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info:eu-repo/semantics/article
Description
Abstract
Background: Nursing is a dynamic profession requiring self-motivated professionals capable of continually updating their knowledge and skills. Self-directed learning (SDL) is essential to meet evolving clinical demands, and simulation provides innovative approaches to promote it Aim: To examinewhether theSelf-Learning Methodology in Simulated Environments (MAES ) enhances SDL skills in nursing students compared with traditional high-fidelity simulation. Methods: A quasi-experimental study was conducted with 109 undergraduate nursing students. The intervention group (n = 49) applied MAES, where students defined objectives, designed scenarios, and identified resources tailored to their needs. The control group (n = 60) participated in a traditional high-fidelity simulation. SDL ability was assessed with the Self-Directed Learning Instrument (SDLI) at baseline and postintervention. Results: Intra-group analysis showed significant improvement in the MAES group (p = 0.014) compared with the traditional group (p = 0.088). However, between-group comparisons revealed no significant differences (p = 0.157). The most improved dimensions were self-control (time and effort management) and interpersonal communication. Conclusions: MAES shows a favorable trend in fostering SDL, suggesting its potential as an effective educational strategy in nursing.
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Citation
Teaching and Learning in Nursing 21 (2026) e153 e160
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