Improving simulation performance through Self-Learning Methodology in Simulated Environments (MAES©)

Abstract

Background: One of the main challenges faced by nursing educator is using the best strategy for students to learn. In MAES© (Self-learning methodology in simulated environments), the students are guided by a facilitator, and perform their simulations in a knowledge-specific area in a self-directed learning manner.

Method: The performance by the students in the MAES© simulation was compared to traditional Simulation-based learning (SBL). With this aim in mind, a study was conducted which quantitatively analyzed and compared the scores in SBL and MAES© scenarios from 274 students enrolled in the 4th year of the nursing degree. The students were assessed with the Clinical Simulation in Nursing Assessment Questionnaire (CLISINAQ) and the Knowledge Management Scale (KMS).

Results: The students received a higher score in the scenarios with the MAES© methodology in clinical and non-technical skills.

Conclusions: When compared to SBL, MAES© granted students a better degree of performance in learning with simulation.

Keywords: Learning; Professional competence; Self-learning; Simulation.