Arizo Luque, VanessaRamirez Baena, LucíaPujalte Jesús, María JoséRodríguez Herrera, María ÁngelesLozano Molina, AinhoaArrogante Maroto, ÓscarDíaz Agea, José Luis2024-04-022024-04-022022-05-18Arizo-Luque V, Ramirez-Baena L, Pujalte-Jesús MJ, Rodríguez-Herrera MÁ, Lozano-Molina A, Arrogante O, Díaz-Agea JL. Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology. Healthcare;10(5):927. https://doi.org/10.3390/healthcare100509272227-903210.3390/healthcare10050927https://hdl.handle.net/20.500.14352/102571Motivation and critical thinking are fundamental for the development of adequate learning. The purpose of the present study was to assess the motivation for learning and critical thinking among nursing students before and after self-directed simulation-based training using the MAES© methodology. A cross-sectional and descriptive quantitative study was conducted with a sample of third-year nursing students. The instruments utilized were the Spanish-adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ-44), and the Critical Thinking for Nursing Professionals Questionnaire (CuPCPE). The students improved their levels both of motivation components, (such as self-efficacy, strategy use, self-regulation) and critical thinking components (such as personal characteristics, intellectual and cognitive abilities, interpersonal abilities and self-management, and technical abilities). These improvements could be a result of the intrinsic characteristics of the MAES© methodology (as a team-based, self-directed, collaborative and peer-to-peer learning method).engAttribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/journal articlehttps://doi.org/10.3390/healthcare10050927open access616-083MotivationCritical thinkingSimulation-based educationMAES methodologyNursing studentsEnfermería3299 Otras Especialidades Médicas