Self-Learning Methodology in Simulated Environments (MAES©): Pedagogical Support Document — Simulated Clinical Practice

This publication “Self‑Learning Methodology in Simulated Environments (MAES©)” constitutes a pedagogical support document for simulated clinical practice, designed to operationalise a structured teaching–learning methodology across health‑care training environments, with specific relevance for nursing education. The manual describes MAES© as an innovative, student‑centred pedagogical approach, oriented towards the autonomous, collaborative and reflective construction of knowledge in simulation‑based settings.

The methodology is organised into sequential stages that include developing teams and building group identity, the selection of clinical situations or topics, the identification of baseline competencies and learning outcomes to be developed, the design of the simulation scenario, the simulated clinical experience, the debriefing process, and the synthesis of learning outcomes. Throughout this process, students assume an active role in defining objectives, planning, constructing and engaging with the scenarios, while the faculty member/facilitator acts as a guide, mentor and promoter of a safe learning environment.

MAES© integrates principles of active learning, inquiry‑based learning, teamwork, problem‑based learning, peer education, evidence‑based practice and critical reflection. The work also provides guidance for organising simulation sessions, a facilitator checklist, bibliographic references, a clinical simulation glossary and appendices supporting the pedagogical implementation of the methodology.