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Self-directed learning in nursing students: a quasi-experimental comparison of two simulation methods

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dc.contributor.authorMolina Rodríguez, Alonso
dc.contributor.authorDíaz Agea, José Luis
dc.contributor.authorCheng, Su-Fen
dc.contributor.authorLopez-Chicheri-García, Isabel
dc.contributor.authorSuárez Cortés, María
dc.contributor.authorDoménech Asensi, Guillermo
dc.contributor.departmentEnfermería
dc.contributor.otherFacultad de Enfermería
dc.date.accessioned2026-01-08T11:58:20Z
dc.date.available2026-01-08T11:58:20Z
dc.date.copyright© 2025 The Authors
dc.date.issued2025-09-24
dc.description.abstractBackground: 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.
dc.formatapplication/pdf
dc.format.extent8
dc.identifier.citationTeaching and Learning in Nursing 21 (2026) e153 e160
dc.identifier.doihttps://doi.org/10.1016/j.teln.2025.08.032
dc.identifier.eissn1557-2013
dc.identifier.issn1557-3087
dc.identifier.urihttp://hdl.handle.net/10201/184592
dc.languageeng
dc.publisherElsevier
dc.relationSin financiación externa a la Universidad
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S1557308725002653?via%3Dihub
dc.rightsAttribution-NonCommercial 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/*
dc.subjectClinical simulation
dc.subjectMAES method
dc.subjectNursing education
dc.subjectCritical thinking
dc.subjectMotivation
dc.subjectSelf-directed learning
dc.subject.odsNo relacionado con ningún objetivo de desarrollo sostenible
dc.titleSelf-directed learning in nursing students: a quasi-experimental comparison of two simulation methods
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
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