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Nursing students' self-compassion, resilience, and anxiety sensitivity predict their psychological safety in simulation-based learning. Understanding these intrinsic traits helps educators create supportive learning environments.

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Psychological Safety

Background:

  • Simulation-based learning (SBL) enhances clinical skills and confidence.
  • Psychological safety is an emerging concept in SBL, crucial for optimal learning.
  • Little is known about how student characteristics influence psychological safety in SBL.

Purpose of the Study:

  • To investigate the relationship between nursing students' intrinsic characteristics and their psychological safety in SBL.
  • To determine if self-compassion, resilience, and anxiety sensitivity predict psychological safety.

Main Methods:

  • Cross-sectional study with 118 nursing students.
  • Bivariate correlation and multiple regression analyses were performed.
  • SPSS Version 28 was used for data analysis with a significance level of P < 0.05.

Main Results:

  • Self-compassion (β = 0.29, P = 0.004) and resilience (β = 0.26, P = 0.004) positively predicted psychological safety.
  • Anxiety sensitivity negatively predicted psychological safety (β = -0.16, P = 0.049).
  • No significant demographic differences were found regarding psychological safety.

Conclusions:

  • Student intrinsic characteristics significantly impact psychological safety in SBL.
  • Educators can leverage this understanding to foster more supportive simulation environments.
  • Further strategies can be developed to enhance student psychological safety based on individual traits.