@article{ref1,
title="Psychological safety in nursing simulation",
journal="Nurse educator",
year="2019",
author="Kang, Sook Jung and Min, Hae Young",
volume="44",
number="2",
pages="E6-E9",
abstract="BACKGROUND: Although nursing students enjoy and learn from simulation practice, some experience negative feelings that may hamper their learning outcomes. <br><br>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. <br><br>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. <br><br>RESULTS: Four themes extracted from the study included feeling unready, anxious about having students' mistakes exposed, worry about damaging teamwork, and fear of evaluation. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="0363-3624",
doi="10.1097/NNE.0000000000000571",
url="http://dx.doi.org/10.1097/NNE.0000000000000571"
}