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Psychological Safety in Nursing Simulation.

Sook Jung Kang1, Hae Young Min

  • 1Author affiliations: Assistant Professor (Dr Kang), College of Nursing, Ewha Womans University, Seoul; and Assistant Professor (Dr Min), College of Nursing and Healthcare Sciences, Dong-Eui University, Busan, Korea.

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Summary

Nursing students fear mistakes and evaluation during simulation practice. Prebriefing and considering experience can create a psychologically safe learning environment.

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Area of Science:

  • Nursing Education
  • Healthcare Simulation
  • Psychological Safety

Background:

  • Simulation practice is valuable for nursing students but can evoke negative emotions.
  • These negative feelings may impede learning outcomes in simulation-based education.

Purpose of the Study:

  • To explore nursing students' perceptions of psychological safety during simulation.
  • To establish a foundation for creating effective and safe simulation learning environments.

Main Methods:

  • Convenient sample of 15 undergraduate nursing students.
  • Focus group interviews and inductive content analysis were employed.
  • Qualitative data analysis to identify key themes.

Main Results:

  • Students reported feeling unready for simulations.
  • Anxiety arose from fear of exposed mistakes.
  • Concerns about damaging teamwork were prevalent.
  • Fear of evaluation significantly impacted student experience.

Conclusions:

  • Prebriefing is crucial for psychological safety in nursing simulations.
  • Tailoring video sharing based on student experience level is recommended.
  • Development of a psychological safety measurement tool and evidence-based guidelines is needed.