Establishing psychological safety in simulation: Faculty perceptions.
Journal
Nurse education today
ISSN: 1532-2793
Titre abrégé: Nurse Educ Today
Pays: Scotland
ID NLM: 8511379
Informations de publication
Date de publication:
07 May 2020
07 May 2020
Historique:
received:
18
09
2019
revised:
03
03
2020
accepted:
04
05
2020
pubmed:
27
5
2020
medline:
27
5
2020
entrez:
27
5
2020
Statut:
aheadofprint
Résumé
A psychologically safe learning environment is defined as one where individuals feel comfortable to take interpersonal risks without fear of negative consequences. Despite knowledge of best practice for simulation, there is a lack of knowledge regarding how nursing faculty perceive and establish psychological safety in a simulated learning environment. The purpose of this study was to explore nursing faculty's perceptions of psychological safety as it exists within a simulation learning environment for pre-licensure nursing students. Mixed methods with online survey data collection. Purposive sampling was used to recruit simulation nursing faculty who had previously participated in the National League for Nursing Leadership Development Program. Faculty were recruited from the United States and Canada. Data were collected using a series of open-ended questions through the online survey tool, SurveyGizmo. Content analysis was utilized to discover how faculty established psychological safety during the pre-brief, scenario, and debriefing phases of simulation. Three researchers independently, then collaboratively, reviewed the data, identifying themes and patterns across each phase. Thirty-seven nursing faculty participated in the study. Across the phases of pre-brief, scenario, and debriefing, five themes emerged: (1) Setting the Stage; (2) It's ok, It's Simulation; (3) Everyone is Here to Learn; (4) Planned Strategies; and (5) Facilitator as Observer. Faculty perceive that they play a role in establishing a psychologically safe learning environment during all three phases of a simulation experience. Scenarios are purposefully designed to emotionally protect students while they participate in unfamiliar encounters. Strategies are implemented throughout all three phases to facilitate student risk-taking as part of the learning process. Faculty watch for verbal and non-verbal cues by students signaling a potentially psychologically unsafe learning environment, and intervene to protect them if necessary.
Sections du résumé
BACKGROUND
BACKGROUND
A psychologically safe learning environment is defined as one where individuals feel comfortable to take interpersonal risks without fear of negative consequences. Despite knowledge of best practice for simulation, there is a lack of knowledge regarding how nursing faculty perceive and establish psychological safety in a simulated learning environment.
OBJECTIVES
OBJECTIVE
The purpose of this study was to explore nursing faculty's perceptions of psychological safety as it exists within a simulation learning environment for pre-licensure nursing students.
DESIGN
METHODS
Mixed methods with online survey data collection.
SETTINGS/PARTICIPANTS
METHODS
Purposive sampling was used to recruit simulation nursing faculty who had previously participated in the National League for Nursing Leadership Development Program. Faculty were recruited from the United States and Canada.
METHODS
METHODS
Data were collected using a series of open-ended questions through the online survey tool, SurveyGizmo. Content analysis was utilized to discover how faculty established psychological safety during the pre-brief, scenario, and debriefing phases of simulation. Three researchers independently, then collaboratively, reviewed the data, identifying themes and patterns across each phase.
RESULTS
RESULTS
Thirty-seven nursing faculty participated in the study. Across the phases of pre-brief, scenario, and debriefing, five themes emerged: (1) Setting the Stage; (2) It's ok, It's Simulation; (3) Everyone is Here to Learn; (4) Planned Strategies; and (5) Facilitator as Observer.
CONCLUSIONS
CONCLUSIONS
Faculty perceive that they play a role in establishing a psychologically safe learning environment during all three phases of a simulation experience. Scenarios are purposefully designed to emotionally protect students while they participate in unfamiliar encounters. Strategies are implemented throughout all three phases to facilitate student risk-taking as part of the learning process. Faculty watch for verbal and non-verbal cues by students signaling a potentially psychologically unsafe learning environment, and intervene to protect them if necessary.
Identifiants
pubmed: 32454316
pii: S0260-6917(19)31406-6
doi: 10.1016/j.nedt.2020.104468
pii:
doi:
Types de publication
Journal Article
Langues
eng
Pagination
104468Informations de copyright
Copyright © 2020 Elsevier Ltd. All rights reserved.