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Establishing psychological safety in simulation: Faculty perceptions.

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  • 1Loyola University Chicago, Marcella Niehoff School of Nursing, 2160 S. First Avenue, Maywood, IL 60153, United States of America.

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Nursing faculty actively create psychological safety in simulation learning environments. They use strategies across all simulation phases to ensure students feel secure taking risks and learning from new experiences.

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Psychological Safety

Background:

  • Psychological safety is crucial for risk-taking in learning environments.
  • Nursing faculty's role in establishing psychological safety in simulation is under-explored.

Purpose of the Study:

  • To investigate nursing faculty's perceptions of psychological safety.
  • To understand how faculty foster psychological safety for pre-licensure nursing students in simulation.

Main Methods:

  • Mixed-methods approach utilizing online surveys.
  • Purposive sampling of nursing faculty from the US and Canada.
  • Content analysis of open-ended survey responses to identify themes.

Main Results:

  • Thirty-seven nursing faculty participated.
  • Five key themes emerged: Setting the Stage, It's ok, It's Simulation, Everyone is Here to Learn, Planned Strategies, and Facilitator as Observer.
  • Faculty actively shape the learning environment across pre-briefing, scenario, and debriefing phases.

Conclusions:

  • Nursing faculty perceive a significant role in cultivating psychological safety.
  • Simulation design and facilitation strategies are employed to support student learning and risk-taking.
  • Faculty monitor student cues and intervene to maintain a safe environment.