Nursing students' experiences of psychological safety in simulation education: A qualitative study
Nursing students' experiences of psychological safety in simulation education: A qualitative study
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DOI：
10.1016/j.nepr.2021.103163
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发表时间：
2021-07-29
影响因子：
3.2
通讯作者：
Kim, Jung-Hee
中科院分区：
文献类型：
--
作者：
Park, Ji Eun;Kim, Jung-Hee
目的：本研究旨在探讨高仿真环境下护生在模拟教学中的心理安全体验。背景资料：模拟教育允许学员在安全的环境中反复练习;然而，模拟体验可能会导致焦虑和压力增加。为了更好地理解模拟教育中的心理安全，必须调查心理安全障碍的原因。设计：采用探索性定性研究。方法：对韩国两所大学护理系的学生进行了四次焦点小组访谈。共有20名经历过模拟教育的学生参加了这项研究。收集的数据进行了分析，使用专题分析。结果：分析确定了四个主题和八个子主题。主题包括处理不确定性，感觉不受尊重，团队动态的危险和在模拟教育中暴露。结论：结果表明，强大的和一致的教师发展，从意识到心理风险的线索和设计的情况下，汇报和评估，需要能够创建一个学习环境，elvanise心理安全。
Objective: The study aims to explore nursing students' experiences of psychological safety during simulation education using a high-fidelity simulator. Backgrounds: Simulation education allows trainees to practice repeatedly in a safe environment; however, increased anxiety and stress could result from simulation experiences. To better understand psychological safety in simulation education, the evidence for what causes impediments to psychological safety must be investigated. Design: An exploratory qualitative study was used. Methods: Four focus group interviews were conducted with students from the nursing departments of two universities in Korea. In total, 20 students who had experienced simulation education participated in this study. The collected data were analyzed using thematic analysis. Results: The analysis identified four themes and eight subthemes. The themes included dealing with uncertainty, feeling disrespected, dangers of team dynamics and being exposed during simulation education. Conclusions: Results indicated that robust and consistent faculty development, from being aware of cues for psychological risk and designing the scenario, to debriefing and evaluation, is required to be able to create a learning environment that elicits psychological safety.