Conceptualizing Student Experiences of Psychological Safety in Simulation

A Grounded Theory Study

Kostovich, Carol T. PhD, RN, CHSE
Schmidt, Lee A. PhD, RN
Oosterhouse, Kimberly J. PhD, RN

Carol T. Kostovich, PhD, RN, CHSE, is an Associate Professor and the Assistant Dean of Innovative Educational Strategies and Simulation. Lee A. Schmidt, PhD, RN, is an Associate Professor and the Executive Associate Dean for Academic Affairs. Kimberly J. Oosterhouse, PhD, RN, is an Assistant Professor. All contributors are affiliated with Marcella Niehoff School of Nursing, Loyola University Chicago.

Address correspondence to Carol Kostovich, PhD, RN, CHSE, Marcella Niehoff School of Nursing, Loyola University Chicago, Health Science Campus, 2160 South First Avenue, Building 125, Maywood, IL 60153; email: [email protected].

Grant: This study was funded by a Sigma Theta Tau International Ruth K. Stout, RN, Research Grant.

Disclosure: The authors have disclosed no potential conflicts of interest, financial or otherwise.

Received August 02, 2023

Accepted October 16, 2023

Journal of Nursing Education 63(7):p 427-433, July 01, 2024. | DOI: 10.3928/01484834-20240505-05

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.]