ArticleInternational journal of environmental research and public health2021
Self-Learning Methodology in Simulated Environments (MAES©) as a Learning Tool in Perioperative Nursing. An Evidence-Based Practice Model for Acquiring Clinical Safety Competencies.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Learning Autonomy and Group Cohesion in Clinical Simulation: A Quasi-Experimental Comparison of Two Training Approaches.Nursing reports (Pavia, Italy) · 2026Article
- Presenteeism, self-directed learning, and missed nursing care in the operating theatre: a cross-sectional study.BMC nursing · 2026Article
- Dental Students' Perceptions of a Self-Directed Simulation-Based Learning Methodology (MAES©): A Pilot Study.Dentistry journal · 2026Article
- Enhancing Cardiopulmonary Resuscitation Training: An Interprofessional Approach With Undergraduate Medicine and Nursing Students Using Self-Learning Methodology in Simulated Environments (MAES)-A Qualitative Study.Journal of nursing management · 2024Article
- An Undergraduate Interprofessional Experience with Self-Learning Methodology in Simulation Environment (MAES©): A Qualitative Study.Nursing reports (Pavia, Italy) · 2022Article
- Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology.Healthcare (Basel, Switzerland) · 2022Article
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe self-learning Methodology in Simulated Environments (Spanish acronym: MAES©, (Murcia, Spain) is a type of self-directed and collaborative training in health sciences. The objective of the present study was to compare the level of competence of postgraduate surgical nursing students in the clinical safety of surgical patients, after training with the MAES© methodology versus traditional theoretical-practical workshops, at different points in time (post-intervention, after three months, six months post-intervention, and at the end of the clinical training period, specifically nine months post-intervention).
methodsWe conducted a prospective study with an experimental group of surgical nursing postgraduate students who participated in MAES© high-fidelity simulation sessions, and a control group of postgraduate nursing students who attended traditional theoretical-practical sessions at two universities in Catalonia (Spain). The levels of competence were compared between the two groups and at different time points of the study.
resultsThe score was higher and statistically significantly different in the experimental group for all the competencies, with a large effect size at every measurement point previously mentioned.
conclusionsThe postgraduate nurses were the most competent in the clinical safety of surgical patients when they trained with the MAES© methodology than when they learned through traditional theoretical-practical workshops. The learning of surgical safety competencies was more stable and superior in the experimental group who trained with MAES©, as compared to the control group.
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