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

• Simulation can foster nursing students’ self-directed learning. • MAES method enhances self-regulation and communication skills. • Active learning strategies may strengthen lifelong learning in practice. 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 To examine whether the Self-Learning Methodology in Simulated Environments (MAES©) enhances SDL skills in nursing students compared with traditional high-fidelity simulation 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 post-intervention 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 MAES shows a favorable trend in fostering SDL, suggesting its potential as an effective educational strategy in nursing.