Self-Learning Methodology in Simulated Environments (MAES©): Elements and Characteristics

Dı́az, José Luis; Leal, César; Garcı́a, Juan Antonio; Hernández, Encarna; Adánez, María Gracia; Saez, Anabelle Opazo

doi:10.1016/j.ecns.2016.02.011

Cited by 32 publications

(23 citation statements)

References 21 publications

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“…At the Catholic University of Murcia, Spain, (UCAM), nursing students learn with different simulation styles: simulation-based learning (SBL) in which facilitators design the scenarios and program the competencies to be acquired, and self-learning methodology in simulated environments. MAES is the Spanish acronym for self-learning methodology in simulated environments (Metodología de Autoaprendizaje en Entornos Simulados) [8,9] that was implemented in the academic year 2013–2014. Currently, MAES© is used to teach nursing students at some universities in Spain and it is being considered for teaching in other countries (like Brazil, Portugal and Norway).…”

Section: Introductionmentioning

confidence: 99%

“…MAES© consists of six elements [9] and is structured in a minimum of two sessions. In the first session, a suitable and psychologically safe working environment is created, and then operational work teams are established.…”

Section: Introductionmentioning

confidence: 99%

“…Debriefing is considered as a key component of the MAES© methodology [13]. In addition to analyzing the performance of the participants in the scenario, the students explain what they learned during the design of the case and look for evidence of the learning objectives, which would be the points they agreed upon in the first session [9]. Therefore, debriefing in the MAES© methodology includes an expository phase in which the team that designed the scenario would teach other students the skills that the whole group chose to learn from the case.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

Agea

Ramos-Morcillo

Setién

et al. 2019

IJERPH

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The self-learning methodology in simulated environments (MAES©) is an active method of education. The aim of this study was to analyze the perceptions and opinions of undergraduate and graduate nursing students about the self-learning methodology in simulated environments. A mixed, cross-sectional, descriptive study based on a survey tool made ad hoc (quantitative approach) and an open questionnaire (qualitative approach) was carried out. A sample of 149 undergraduate and 25 postgraduate nursing students were tested. The score was high for all the variables of the questionnaire analyzed: for perception of simulation performance, M = 73.5 (SD = 14.5), for motivation, M = 23.9 (SD = 5.9), for the opinion about facilitators, M = 25.9 (SD = 4.5), and for the promotion of team work, M = 16.9 (SD = 3.4). Five dimensions were identified and evaluated in the qualitative research. The students were pleased with MAES© and had a positive perception, since they considered that MAES© increased their learning.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

Agea

Ramos-Morcillo

Setién

et al. 2019

IJERPH

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“…Educational innovation with simulators facilitates interactive learning based on information and communications technology (ICT), which combine information technology, telecommunications, electronic media, interdisciplinary work with experts and the creation of teaching materials, which should incorporate attractive technologies to facilitate teaching and, consequently, improve patient care (2).…”

Section: Introductionmentioning

confidence: 99%

Design of a Model Instructional Applied to a Virtual Guide in Clinical Simulation

et al. 2019

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Introduction: The teaching experience of a teachers group for clinical procedures learning, has been done through virtual guides developed by instructional design models in which were taken into acount technological and pedagogical aspects.Objective: Create a virtual in clinical simulation for the autonomous learning procedure of clinical assistance in nursing students through the application of an instructional desing model.Methods: The elaboration of the guide required the application of the instructional design model ADDIE (abbreviations in English that mean the stages of analysis, design, development, implementation and evaluation), on which some qualitative as well as quantitative measurements were executed.Results: The quantitative measurements executed with 159 participants between 2015-2016, indicated an average score of 3.99 with a standard deviation of 0.86, which determined that the strategy used for learning the procedure with virtual guidance was effective. The qualitative measurement assessed dimensions of satisfaction, realistic experience, confidence, motivation, technical skills and decision making, showing that teacher support was still required in the simulation area, which reduced the satisfaction of some participants. Likewise, a factor that was affected was communication because the guidance does not facilitate the development of such ability.It is concluded: the ADDIE instructional design model is useful for the elaboration of virtual guides of clinical procedures and in its final evaluation stage, it allows the implementation of qualitative and quantitative research evaluative processes to verify its effectiveness.

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“…Oportunidades para que os alunos possam processar, praticar e aperfeiçoar a comunicação centradas no paciente, usando linguagem comum, é um componente-chave do currículo de enfermagem 23,30 , considerando também modelos ativos de ensino e aprendizagem 32 .…”

Section: Introductionunclassified

Adaptação cultural da ferramenta de avaliação de comunicação em saúde (HCAT) para a língua portuguesa, Brasil

Reis

Góes

Aredes

et al. 2018

Rev Eletron Comun Inf Inov Saúde

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Este estudo tem como objetivo descrever o processo de adaptação cultural da ferramenta Health Communication Assessment Tool (HCAT) para o Brasil. A HCAT é uma escala que avalia comportamentos de comunicação em simulação clínica. Trata-se de uma pesquisa metodológica, desenvolvida em instituição de ensino superior por meio das seguintes etapas: tradução da ferramenta para a língua portuguesa; avaliação por um comitê de juízes; retrotradução; e avaliação semântica. Todas as etapas do processo de adaptação cultural foram rigorosamente seguidas, garantindo equivalências semânticas, idiomáticas, culturais e conceituais entre a versão original e a brasileira, além de concordância superior a 70% dos professores de enfermagem das regiões Nordeste, Sudeste e Sul que participaram da última etapa, ou seja, da avaliação semântica. Conclui-se que a versão brasileira do HCAT foi adaptada culturalmente e poderá avaliar a habilidade de comunicação de estudantes de enfermagem em cenário de simulação clínica.

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Self-Learning Methodology in Simulated Environments (MAES©): Elements and Characteristics

Cited by 32 publications

References 21 publications

Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

Perceptions about the Self-Learning Methodology in Simulated Environments in Nursing Students: A Mixed Study

Design of a Model Instructional Applied to a Virtual Guide in Clinical Simulation

Adaptação cultural da ferramenta de avaliação de comunicação em saúde (HCAT) para a língua portuguesa, Brasil

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