Constructing Safe Containers for Effective Learning: Vignettes of Breakdown in Psychological Safety During Simulated Scenarios

Carrera, Anna; Naweed, Anjum; Leigh, Elyssebeth; Créa, T.; Krynski, Ben; Heveldt, Kevin; Lyons, Marc; Knott, Cameron; Khetia, Sanjay

doi:10.1007/978-3-319-78795-4_2

Cited by 9 publications

(7 citation statements)

References 2 publications

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“…A great variety of possible behaviors of players, both intentional and unintentional, ethical and unethical are possible (Kriz, 2010). A facilitator has a role in keeping the learning environment as ethical and safe for learning as possible (Carrera et al, 2016;Jones, 1998a;Rudolph et al, 2014). Players sometimes do not anticipate consequences of their actions, because they are submerged in the game and do not always realize the seriousness of potential results.…”

Section: (Un)ethical Behavior Of Players During Gameplaymentioning

confidence: 99%

“…This valley of despair consists of a period in the gameplay, in which participants feel unhappy and frustrated about their results in the game, since the behavior they performed was not sufficient to meet their goals. The valley of despair and related emotions can potentially make people feel frustrated and even angry toward the facilitator and/or each other (Carrera et al, 2016;Dieckmann, 2020;Jones, 1998b;Kato, 2010;Kriz, 2010;Rudolph et al, 2014). There are several ways a facilitator can choose to deal with this each depending on the specifics of the situation.…”

Section: The Valley Of Despair As a Challenge For Ethical Facilitationmentioning

confidence: 99%

“…A lack of attention to emotions emerging during debriefing can cause harm according to Jones (1998, p. 658) because ignoring such "behaviors and beliefs can cause damage to the individuals" which Jones identifies as hidden damage caused when the facilitator is not paying attention to these behaviors and emotions (Jones, 2004) which, in turn, can result in non-ethical behavior (Carrera et al, 2016).…”

Section: Dealing With Emotionsmentioning

confidence: 99%

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Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Heeswijk

2021

Simulation & Gaming

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Background: When selecting, managing, and debriefing simulations, facilitators wishing to maintain appropriate standards, face demanding ethical challenges especially in learning contexts. Aim: This article considers why facilitators need to attend to ethical issues in facilitating simulation games. Issues examined include the influence of complexity in socio-technical system simulation games, perceptions of both facilitator and participants’ behaviors by including belief systems. Intervention: A multidisciplinary integrative view of ethical facilitation from a reflective perspective has been used in this article. Method: Literature, interviews and case descriptions were employed to examine what might constitute ethical facilitation. Results: A three layered framework of perspectives on ethical facilitation is proposed and two case study examples are used to describe its application. Further research is being conducted on facilitator tools for dealing with ethical issues. Conclusions: While ethical facilitation is undoubtedly complex, tangible perspectives with scientific foundations can be established and applied on the continuum of open and closed simulation games.

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Section: (Un)ethical Behavior Of Players During Gameplaymentioning

confidence: 99%

Section: The Valley Of Despair As a Challenge For Ethical Facilitationmentioning

confidence: 99%

Section: Dealing With Emotionsmentioning

confidence: 99%

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Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Heeswijk

2021

Simulation & Gaming

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“…Participants and facilitator(s) are all (to some degree) aware of the potential for danger when entering a simulation. As different disciplinary regimes prepare differently (Carrera et al, 2018), no one single formula applicable to all contexts is available for preparing for unexpected events, nor is one likely to emerge to cover all possibilities. Simulations as learning contexts inevitably challenge, unsettle, and disturb participants' equilibrium as they acquire new knowledge.…”

Section: Within and Beyond The Safe Containermentioning

confidence: 99%

Sight Beyond Sight: A Conceptual Exploration of the ‘Gaze’ in Facilitating Simulations

Naweed

Leigh²

2021

Simulation & Gaming

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Background: This article connects disparate components in simulation. The central component is that facilitators manage simulations as learning contexts. The second concerns a perception of simulations as safe containers, implying the existence of impermeable barriers between simulation and dangers of reality. However, when stepping into the facilitation space, facilitators encounter a third component—the gaze. A concept from critical theory and psychoanalysis, this refers to acts of seeing and being seen, of/by themselves and others, and can engender heightened awareness as facilitators see themselves from the focal point of multiple lens, and within a container that may not be so impermeable. Aim: To increase understanding of simulation skills and development options for facilitators, we explore these components using: a) novice to expert progression; b) power relationships; and c) the body memory as key factors which may influence the intensity and direction of awareness. Method: A narrative-based analysis of literature examines instances where awareness of self, and/or others influences how facilitators operate within simulations. Results: Aware that simulations create uncertainties, facilitators may experience greater anxiety than those managing non-facilitation settings. They must navigate participants through emergent conditions wherein the unexpected can conspire to render safe containers permeable, and alter participants’ expectations. Increased understanding of the impact of gaze may enable facilitators to respond flexibly to unanticipated developments. Conclusions: Understanding the impacts of the gaze within and beyond a simulation may enable facilitators to prepare internally—and perform externally. A conceptual framework is developed to assist facilitators reflect and identify applications.

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“…At present, educators and researchers are making major efforts to make the “safe environment” become a requirement for learning with healthcare simulation groups 1–4 . Trust, respect, and a motivating and welcoming atmosphere 5 provide a suitable environment for simulation learning.…”

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confidence: 99%

To Clap or Not to Clap

et al. 2022

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IntroductionApplause is a common behavior during simulation case learning sessions. Some simulation facilitators believe that this should not be allowed, arguing that it can mislead students when they make mistakes during simulation. This study was conducted to explore the opinions of students about spontaneous applause (initiated by the participants), as a habitual behavior in the simulation sessions, in the undergraduate and postgraduate nursing degrees.MethodsA qualitative research study was conducted based on the content analysis of 7 focus groups composed of simulation students (N = 101, both undergraduate and graduate students). The participants were asked to conduct a debate about the following question: What is your opinion about the spontaneous applause given to participants by their peers at the completion of the scenario as they go to the debriefing, and why? An inductive method of content analysis was used to interpret the data.ResultsThe majority considered applause as a sign of support; one student disapproved of the practice. For most participants, receiving spontaneous applause from their peers after finishing the simulation represented a spontaneous example of moral support that reduced the participants' stress.ConclusionsApplause within the context of clinical simulation is a motivational act, which should not be repressed by the facilitator, as long as it is a spontaneous and genuine act by the participants once the simulation experience ends.

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Constructing Safe Containers for Effective Learning: Vignettes of Breakdown in Psychological Safety During Simulated Scenarios

Cited by 9 publications

References 2 publications

Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Ethics and the Simulation Facilitator: Taking your Professional Role Seriously

Sight Beyond Sight: A Conceptual Exploration of the ‘Gaze’ in Facilitating Simulations

To Clap or Not to Clap

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