Although nursing students enjoy and learn from simulation practice, some experience negative feelings that may hamper their learning outcomes.
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.
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.
Four themes extracted from the study included feeling unready, anxious about having students' mistakes exposed, worry about damaging teamwork, and fear of evaluation.
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.
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.
The work was supported by the Ewha Womans University Research Grant of 2014 (grant 1-2014-1995-001-1).
The authors declare no conflicts of interest.
Correspondence: Dr Kang, College of Nursing, Ewha Womans University, 52, Ewhayeodae-gil, Seodaemun-gu, Seoul, Republic of Korea 03760 (firstname.lastname@example.org).
Accepted for publication: May 14, 2018
Published ahead of print: July 26, 2018
Cite this article as: Kang SJ, Min HY. Psychological safety in nursing simulation. Nurse Educ. 2019;44(2):E6-E9. doi: 10.1097/NNE.0000000000000571