Conceptualizing Student Experiences of Psychological Safety in Simulation: A Grounded Theory Study.
| Autor: | Kostovich, Carol T., Schmidt, Lee A., Oosterhouse, Kimberly J. |
|---|---|
| Předmět: |
ACADEMIC medical centers
RESEARCH funding HUMAN beings INTERVIEWING POSITIVE psychology PSYCHOLOGICAL safety TEACHING methods JUDGMENT sampling DESCRIPTIVE statistics ANXIETY COLLEGE teachers LEARNING SOCIAL groups SIMULATION methods in education CONCEPTUAL structures RESEARCH methodology NURSING licensure STUDENT attitudes LEARNING strategies GROUNDED theory COMPARATIVE studies NURSING students |
| Zdroj: | Journal of Nursing Education; Jul2024, Vol. 63 Issue 7, p427-433, 7p |
| Abstrakt: | Background: Simulation-based learning activities have become more prevalent in prelicensure nursing curricula. When following the Simulation Standards of Best Practice, optimal learning conditions can be achieved, including the creation of a psychologically safe learning environment. Yet, the process of how students come to feel psychologically safe during a simulation experience remains unknown. Method: A grounded theory approach was used to conceptualize the basic social process by which nursing students feel psychologically safe during a simulation learning experience. Results: Six categories emerged from the data: (1) being nervous; (2) having a good instructor; (3) learning; (4) coming together; (5) being in debriefing; and (6) leaving on a positive note. The core category of putting myself out there emerged as the basic social process. Conclusion: The social process of psychological safety in simulation develops within nursing students as the result of interplay among several dimensions of the learning experience. [J Nurs Educ. 2024;63(7):427–433.] [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
| Externí odkaz: |
|