Psychological Safety Environment in Nursing Simulation-Based Learning

Abstract

The purpose of this academic paper is to present the concept and importance of psychological safety in simulation-based learning (SBL) in nursing education. Although this form of teaching and learning is an effective strategy for developing clinical competencies and clinical judgement, the pressure of evaluation and the fear of making errors frequently induce anxiety, which serves as a significant impediment to the learning process. The content of the article covers the cultivation of psychological safety in three phases of simulation-based instruction: 1) pre-briefing phase, through creating fiction contracts and permission to fail; 2) simulation phase, by using scaffolding techniques, managing observer roles, and timeout/freeze frame; and 3) debriefing phase, emphasizing explicit and implicit strategies.

Learning management grounded in psychological safety can help turn fear into curiosity. Encourage learners to dare to reflect on real experiences and develop both hard skills and soft skills to their full potential. As a result, they are ready for the nursing practicum, work effectively with a multidisciplinary team, and provide safe, efficient patient care in real-world settings.