Exploring the meaning of psychological harm experienced by undergraduate nursing students in simulation: A...

Undergraduate nursing students who engage in simulation-based learning may experience psychological harm. Little is known about psychological harm in this context as opposed to psychological safety.

Gadamer's philosophical hermeneutics was used to explore the meaning of psychological harm experienced by undergraduate nursing students during simulation. A purposive sample was used to recruit nine students who were enrolled in a Canadian university baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12-months (January-December 2024). The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.

Findings from this research revealed that students may experience psychological harm in simulation accompanied by a range of responses. Psychological harm has the potential to impact students' engagement and learning in the debrief and clinical environment. Participants' experiences emphasized increased hesitance to accept subsequent leadership roles in simulation and uncertainty relative to future career choices.

This study highlighted that positive relationships with simulationists and student peers, and recognizing the impact of emotions requires consideration. Psychological harm has implications for nursing students and simulationists.