Handling Strong Emotions Before, During, and After Simulated Clinical Experiences

Janzen, Katherine J.; Jeske, Shelley; MacLean, Heather; Harvey, Giuliana; Nickle, Penny; Norenna, Leanne; Holtby, Murray; McLellan, Heather

doi:10.1016/j.ecns.2015.12.004

Cited by 30 publications

(15 citation statements)

References 20 publications

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“…Fostering psychological safety within organizations allows for employees to learn from their mistakes (Carmeli & Gittell, 2009); however, fear of repercussions from failure impedes the concept of a safe environment, thereby missing the opportunity to use a failure as a source of learning. In nursing, researchers have added that psychologically safe learning environments foster students' ability to avert defensive behaviors (Rudolph et al, 2014); feel empowered by their successes (Janzen et al, 2016); and is critical to facilitating learning (Fey et al, 2014).…”

Section: Concept Usesmentioning

confidence: 99%

“…Other qualities found in the literature that determines the leader's ability to develop psychological safety within learning environments is honesty, flexibility, and adaptability Ability to make a mistake without consequences Edmondson, 2004;Engelmann, 2009;Failla & Macauley, 2014;Feingold et al, 2004;Fey et al, 2014;Ganley & Linnard-Palmer, 2012;Gore et al, 2008;Halbesleben & Rathert, 2008;Nielsen & Harder, 2013;Rathert et al, 2009;Rudolph et al, 2014;Weiss et al, 2016 Qualities of an HPS facilitator Edmondson, 1999Edmondson, , 2004INACSL Standards Committee, 2016a, 2016b, 2016cCantrell, 2008;Edmondson, 1999Edmondson, , 2004Fey et al, 2014;Janzen et al, 2016;Nielsen & Harder, 2013;Rathert & Fleming, 2008;Sappington, 1984Foundational activities: orientation Fey et al, 2014INACSL Standards Committee, 2016a, 2016b, 2016cNielsen & Harder, 2013; Page-Cutrara, 2015 Foundational activities: preparation Cantrell, 2008;Ganley & Linnard-Palmer, 2012;Ironside et al, 2009 Foundational activities: objectives and expectations Carmeli, 2007;Edmondson, 1999;Howard et al, 2011;INACSL Standards Committee, 2016a, 2016b, 2016c…”

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

“…(INACSL Standards Committee, 2016a, 2016b, 2016cSappington, 1984). Additional qualities include clinical proficiency, being well prepared and organized in the overall execution of the HFPS (Cantrell, 2008;Fey et al, 2014;INACSL Standards Committee, 2016a, 2016b, 2016c, and remaining mindful of any ethical components or possible triggers within the HFPS and to inform learners of these ahead of time (INACSL Standards Committee, 2016a, 2016b, 2016cJanzen et al, 2016). A supportive facilitator is one who is inclusive, empowering, and encourages learner participation (Cantrell, 2008;Edmondson, 1999;Fey et al, 2014;INACSL Standards Committee, 2016a, 2016b, 2016cNielsen & Harder, 2013;Rathert & Fleming, 2008;Sappington, 1984).…”

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

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Psychological Safe Environment: A Concept Analysis

Turner

Harder²

2018

Clinical Simulation in Nursing

160

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Background: Nursing students are increasingly participating in simulation-based learning experiences. The psychological safety of these environments has an effect on learning. Clarity surrounding antecedents, attributes and consequences of this concept can assist nurse educators in providing an optimal simulation learning environment. Design: Using the Walker and Avant method, a concept analysis of psychologically safe learning environment in simulation was conducted. Results: Psychological safe learning environments in simulation contain three defining attributes. 1) ability to make mistakes without consequences; 2) the qualities of the facilitator and; 3) foundational activities such as orientation, preparation, and objectives and expectations. Conclusion: This concept analysis provides a clear definition of psychologically safe learning environments in simulation and will facilitate the application of this concept in simulation-based learning activities.

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Section: Concept Usesmentioning

confidence: 99%

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

Section: Qualities Of An Hfps Facilitatormentioning

confidence: 99%

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Psychological Safe Environment: A Concept Analysis

Turner

Harder²

2018

Clinical Simulation in Nursing

160

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“…High-fidelity, or simulated clinical experiences (SCEs), are also effective techniques used to foster learning in healthcare professional education (Corvetto & Taekman, 2013;Paige, Arora, Fernando, & Seymour, 2015). The embedded component of post-simulation debriefing, a distinguishing feature of SCEs, is a key element for enhancing student learning (Janzen et al, 2016;Meakim et al, 2013;Wotton, Davis, Button, & Kelton, 2010). Another experiential learning technique that is less acknowledged in the literature, is low-risk, observation-only experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Altered nursing student perspectives: Impact of a pre-clinical observation experience at an outpatient oncology setting

Powell¹,

Cooke²,

Brakke³

2019

CONJ

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This study examined the influence of an observation experience at an outpatient oncology setting on first-year nursing students. This experiential learning opportunity occurred prior to any formal clinical practice course. A hermeneutic phenomenology approach was used to uncover pre-licensure nursing students' perspectives about cancer, as well as their understanding of the roles and responsibilities of registered nurses in cancer care both before and following their experience. A total of 10 nursing students agreed to participate in the study. Data were collected through semi-structured interviews following which data were analyzed and interpreted to understand the meaning in the experience. Two overarching themes were identified including circles of relationships, and the many sides of outpatient oncology. This study reveals that experiential learning in the form of a low-risk, observation-only experience may be an opportunity for pre-licensure students to gain new perspectives about cancer care and nurses roles in caring for individuals and families who are impacted by cancer.

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“…La simulation clinique haute fidélité (SCHF) constitue également une technique efficace utilisée pour favoriser l'apprentissage dans la formation des professionnels de la santé (Corvetto et Taekman, 2013;Paige, Arora, Fernando et Seymour, 2015). Le compte rendu qui suit obligatoirement la simulation, une caractéristique distinctive de la SCHF, est un élément clé pour améliorer l'apprentissage des étudiants (Janzen et al, 2016;Meakim et al, 2013;Wotton, Davis, Button et Kelton, 2010). Une autre technique d'apprentissage par l'expérience qui est moins reconnue dans la littérature est celle des expériences à faible risque fondées uniquement sur l'observation.…”

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