Pcychnlogical Safety in Simulation: Prelicensure Nursing Students' Perceptions

Background: A psychologically safe environment is defined as one where individuals feel comfortable to take risks without fear of negative consequences. When an individual feels psychologically safe in simulation, they are more Likely to engage in the experience and reflect on their own and others' performance. Despite this, Little is known about what creates this type of environment from the Learner perspective. Methods: A qualitative descriptive study was conducted to explore prelicensure nursing students' perceptions of psychological safety as it exists within the prebrief, scenario, and debrief phases of a simulation Learning experience. Data were collected using a series of open-ended questions through an online survey tool. Three researchers independently, then collaboratively, reviewed the data, identifying themes and patterns across each phase. Results: Eighty-six prelicensure nursing students completed the online survey. Across the three phases, five themes emerged: (1) faculty presence; (2) Learning without fear; (3) working together; (4) setting expectations; and (5) positive conversations. Conclusions: Our findings support much of the current Literature on psychological safety in simulation but also highlight unique findings, including bullying, Learner control and not being rushed. (C) 2020 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.