Maximizing learning and creativity: Understanding psychological safety in simulation-based learning

Lateef, Fatimah

doi:10.4103/jets.jets_96_19

Cited by 59 publications

(44 citation statements)

References 22 publications

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“…11 The prebriefings for the 2 studies included: establishing mutual respect, defining "suspension of disbelief," ensuring confidentiality, orienting to the equipment and room, and clear communication while answering all learner questions. 11 In addition, in the interprofessional simulation study, learners were introduced to the 5 key principles of the team training program, TeamSTEPPS: team structure, communication, leadership, situation monitoring, and mutual support. 12 These items completed in the prebrief established the notion of the "safe container," a psychologically safe context for learning.…”

Section: Planningmentioning

confidence: 99%

Role Clarity and Interprofessional Colleagues in Psychological Safety

2022

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Psychological safety in high-fidelity simulation-based experiences ensures that learners feel safe with new experiences in the service of learning. This article is a faculty reflection on breaches in the psychological safety among nursing students in 2 independent, high-fidelity simulation-based experience studies that were conducted in 2019. Demonstrated breaches in psychological safety included fear and anxiety in the sole provider role in multiple-patient simulations and incivility directed toward nursing students in a primary nurse role in interprofessional simulations. This article adds to the growing literature on psychological safety by sharing important lessons learned regarding role clarity and interprofessional colleagues, proposing recommendations, and providing suggestions for future research on psychological safety.

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Section: Planningmentioning

confidence: 99%

Role Clarity and Interprofessional Colleagues in Psychological Safety

2022

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“…( Doğru & Aydın, 2020 ; Kuo, Wu, Chen, Chen, & Hu, 2020 ; Labrague, McEnroe-Petitte, Bowling, Nwafor, & Tsaras, 2019 ; Stoodley, McKellar, Steen, & Fleet, 2020 ; Tamaki et al., 2019 ; Tarrahi, Kianpour, Ghasemi, & Mohamadirizi, 2022 ) Simulation provides trainees an opportunity to apply their newly learned skills and receive real-time feedback in a supportive environment. ( Aebersold, 2018 ; Lateef, 2020 ; Roh, Jang, & Issenberg, 2021 ) Though simulation, students can learn how to manage rare and high-risk medical scenarios. ( Dahlberg, Nelson, Dahlgren, & Blomberg, 2018 ; Ghosh, Cohen, & Spindler, 2022 ; Nielsen, Nikolajsen, Paltved, & Aagaard, 2021 ) Increasing frequency of exposure to rare and high-risk events in simulated environments allow for students develop habits of best-practices for handling emergencies.…”

Section: Introductionmentioning

confidence: 99%

Context Matters: Factors Affecting Implementation of Simulation Training in Nursing and Midwifery Schools in North America, Africa and Asia

Baayd¹,

Heins²,

Walker³

et al. 2023

Clinical Simulation in Nursing

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“…Simulated sessions have been coined “safe containers” for learning, with a predictable structure, and trained facilitators. 5 , 6 Unlike simulated patient care encounters, critical events in the clinical setting are high stakes, unpredictable, and without protected time and space to debrief. Furthermore, critical event debriefing participants—both the givers and the recipients of feedback—have varied relationships and levels of training.…”

Section: Introductionmentioning

confidence: 99%

“… 6 , 7 , 9 , 10 , 11 Alternatively, psychological distress leads to poor workplace relationships, provider burnout, and cognitive barriers to learning. 6 , 10 …”

Section: Introductionmentioning

confidence: 99%

The resident experience with psychological safety during interprofessional critical event debriefings

Hitchner¹,

Yore²,

Burk³

et al. 2023

AEM Education and Training

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Objectives Interprofessional feedback and teamwork skills training are important in graduate medical education. Critical event debriefing is a unique interprofessional team training opportunity in the emergency department. While potentially educational, these varied, high‐stakes events can threaten psychological safety for learners. This is a qualitative study of emergency medicine resident physicians’ experience of interprofessional feedback during critical event debriefing to characterize factors that impact their psychological safety. Methods The authors conduced semistructured interviews with resident physicians who were the physician team leader during a critical event debriefing. Interviews were coded and themes were generated using a general inductive approach and concepts from social ecological theory. Results Eight residents were interviewed. The findings suggest that cultivating a safe learning environment for residents during debriefings involves the following: (1) allowing space for validating statements, (2) supporting strong interprofessional relationships, (3) providing structured opportunities for interprofessional learning, (4) encouraging attendings to model vulnerability, (5) standardizing the process of debriefing, (6) rejecting unprofessional behavior, and (7) creating the time and space for the process in the workplace. Conclusions Given the numerous intrapersonal, interpersonal, and institutional factors at play, educators should be sensitive to times when a resident cannot engage due to unaddressed threats to their psychological safety. Educators can address these threats in real time and over the course of a resident's training to enhance psychological safety and the potential educational impact of critical event debriefing.

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Maximizing learning and creativity: Understanding psychological safety in simulation-based learning

Cited by 59 publications

References 22 publications

Role Clarity and Interprofessional Colleagues in Psychological Safety

Role Clarity and Interprofessional Colleagues in Psychological Safety

Context Matters: Factors Affecting Implementation of Simulation Training in Nursing and Midwifery Schools in North America, Africa and Asia

The resident experience with psychological safety during interprofessional critical event debriefings

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