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Conceptualizing Student Experiences of Psychological Safety in Simulation: A Grounded Theory Study
The Journal of Nursing Education
|July 9, 2024
Summary
Nursing students develop psychological safety in simulation by "putting themselves out there." This involves managing nervousness and engaging with instructors and peers during learning and debriefing for a positive experience.
Area of Science:
- Nursing Education
- Simulation-Based Learning
- Psychological Safety
Background:
- Simulation-based learning is increasingly used in prelicensure nursing programs.
- Achieving optimal learning requires a psychologically safe environment, as per Simulation Standards of Best Practice.
- The process by which nursing students attain psychological safety during simulations is not well understood.
Purpose of the Study:
- To conceptualize the fundamental social process influencing nursing students' feelings of psychological safety within simulation learning experiences.
Main Methods:
- A grounded theory approach was employed.
- Data were collected and analyzed to identify the core social process.
Main Results:
- Six emergent categories were identified: nervousness, instructor quality, learning, group cohesion, debriefing, and positive departure.
- The core category, 'putting myself out there,' represents the basic social process.
Conclusions:
- Psychological safety in simulation for nursing students emerges from the interaction of various learning experience dimensions.
- This process is dynamic and influenced by student engagement and environmental factors.
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