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Bridging self-confidence and learning flow: The role of psychological safety in high-fidelity simulation education
1Department of Nursing, Korea National University of Transportation, Jeungpyeong, Republic of Korea.
Background:
Self-confidence, psychological safety, and learning flow are key factors in high-fidelity simulation (HFS) education. While their individual effects on learning outcomes have been explored, the mediating role of psychological safety in the relationship between self-confidence and learning flow remains unclear.
Objectives:
This study examines whether psychological safety mediates the relationship between self-confidence and learning flow in nursing students undergoing HFS education.
Methods:
A descriptive cross-sectional study was conducted with 149 nursing students from three South Korean universities. Data were collected via a web-based survey, and mediation analysis was performed using Baron and Kenny's method, with significance confirmed by the Sobel test.
Results:
Self-confidence was positively correlated with psychological safety (r = 0.265, p = .001) and learning flow (r = 0.523, p < .001). Psychological safety also showed a significant positive correlation with learning flow (r = 0.395, p < .001). Mediation analysis confirmed that psychological safety partially mediated the effect of self-confidence on learning flow (Sobel test: Z = 1.977, p = .048). The effect size of the mediation effect was small but meaningful (κ2 = 0.026), indicating that psychological safety plays a significant role in enhancing the relationship between self-confidence and learning flow.
Conclusion:
Psychological safety enhances the positive impact of self-confidence on learning flow. Nursing educators should foster psychologically safe learning environments to maximize students' engagement and learning outcomes in HFS education.
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