Citation

Kang SJ, Min HY. Nurse Educ. 2019; 44(2): E6-E9.

Affiliation

Author affiliations: Assistant Professor (Dr Kang), College of Nursing, Ewha Womans University, Seoul; and Assistant Professor (Dr Min), College of Nursing and Healthcare Sciences, Dong-Eui University, Busan, Korea.

Copyright

(Copyright © 2019, Lippincott Williams and Wilkins)

DOI

10.1097/NNE.0000000000000571

PMID

30052586

Abstract

BACKGROUND: Although nursing students enjoy and learn from simulation practice, some experience negative feelings that may hamper their learning outcomes.

PURPOSE: The purpose of this study was to understand nursing students' perceptions of psychological safety in simulation practice to provide a foundation for a safe and effective simulation learning environment.

METHODS: A convenient sample of 15 undergraduate nursing students was included in this study. Focus group interviews and inductive content analysis were used for this study.

RESULTS: Four themes extracted from the study included feeling unready, anxious about having students' mistakes exposed, worry about damaging teamwork, and fear of evaluation.

CONCLUSIONS: Findings indicated that providing prebriefing and considering students' level of simulation experience in sharing their recorded video may help ensure a psychologically safe environment. An instrument measuring psychological safety and evidence-based guidelines to ensure a safe learning environment needs to be developed.

Language: en