Nursing students' perceptions of simulation design features and learning outcomes: The mediating effect of psychological safety

Background: The mediating effect of psychological safety on the relationship between students' perceptions of simulation design features and learning outcomes has not been addressed in simulation-based nursing education. Aim: This study aimed to determine whether psychological safety mediates the relationship between students' perceptions of simulation design features and learning outcomes. Methods: This study employed a cross-sectional descriptive survey design with a convenience sample of 194 nursing students. Nursing students completed a structured self-administered questionnaire including the Simulation Design Scale, Academic Safety Measurement Tool, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using multiple regression analysis. Findings: Students' perceptions of simulation design features and psychological safety were significant predictors of their learning outcomes. Psychological safety mediated the relationship between students' perceptions of simulation design features and learning outcomes. Discussion: Simulation educators need to consider optimal educational design features to ensure the psychological safety of learners to achieve target learning outcomes. Conclusion: Psychological safety plays an essential role in achieving learning outcomes of simulation-based nursing education. (C) 2020 Australian College of Nursing Ltd. Published by Elsevier Ltd.

Automated summary

Psychological safety plays a crucial mediating role in the relationship between students' perceptions of simulation design features and their learning outcomes in nursing education. Optimizing educational design features to ensure learners' psychological safety is essential for achieving target learning outcomes.