Establishing psychological safety in simulation: Faculty perceptions

Kostovich, Carol Toliuszis; O'Rourke, Jenny; Stephen, Lee-Anne

doi:10.1016/j.nedt.2020.104468

Cited by 42 publications

(23 citation statements)

References 11 publications

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“…Elective simulation opportunities were recognized as unique spaces where students can learn terminology with more opportunity than workplace settings to clarify ambiguous or novel terms, and less perceived identity and social risk. Other studies have highlighted the bene ts of using simulation to optimize learning and described conditions that maximize learner safety, such as approachable and accessible facilitators, normalizing mistakes, pre-brie ng, and mandating that learners respect each other [28][29][30][31]. Many (if not all) of these conditions were present in the workshops we studied.…”

Section: Discussionmentioning

confidence: 92%

Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

Nadarajah

Azim

Yılmaz

et al. 2021

Preprint

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Background: Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings.Methods: We conducted a mixed methods study involving 29 medical, 14 nursing, and 2 physician assistant students who had previously attended or were registered to participate in educational activities at McMaster University’s Centre for Simulation-Based Learning. 23 participants identified “inclusive” or “exclusive” terminology in a series of scenarios used for IPE workshops using an online survey. We collated lists of “inclusive” and “exclusive” terminology from survey responses, and characterized the frequencies of included words. 22 students participated in focus group discussions on attitudes and perceptions around healthcare terminology after attending IPE workshops. We identified themes through an iterative direct content analysis of verbatim transcripts.Results: Students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (29% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by >50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, lack of familiarity with terminology was often attributed to inexperience, simulation was considered a safe space for learning terminology, and learning terminology was a valued IPE objective.Conclusions: While students perceive a lot of healthcare terminology in IPE learning materials, categorization of terminology as “inclusive” or “exclusive” is inconsistent. Moreover, healthcare terminology is perceived as a desirable difficulty among junior learners, and should not be avoided in IPE.

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Section: Discussionmentioning

confidence: 92%

Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

Nadarajah

Azim

Yılmaz

et al. 2021

Preprint

View full text Add to dashboard Cite

show abstract

“…Prior experience with simulation, team familiarity, hierarchy, pre-existing relationships, and power dynamics are relevant to the simulation experience. Stop saying, “what happens in simulation, stays in simulation” [ 25 ]. It just isn’t true.…”

Section: Discussionmentioning

confidence: 99%

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

et al. 2022

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Background Simulation facilitators strive to ensure the psychological safety of participants during simulation events; however, we have limited understanding of how antecedent levels of psychological safety impact the simulation experience or how the simulation experience impacts real-world psychological safety. Methods We explored the experience of participants in an embedded, interprofessional simulation program at a large tertiary emergency department (ED) in Australia. We engaged in theoretical thematic analysis of sequential narrative surveys and semi-structured interviews using a previously derived framework of enablers of psychological safety in healthcare. We sought to understand (1) how real-world psychological safety impacts the simulation experience and (2) how the simulation experience influences real-world psychological safety. Results We received 74 narrative responses and conducted 19 interviews. Simulation experience was both influenced by and impacted psychological safety experienced at the individual, team, and organizational levels of ED practice. Most strikingly, simulation seemed to be an incubator of team familiarity with direct impact on real-world practice. We present a model of the bidirectional impact of psychological safety and simulation within healthcare environments. Conclusion Our model represents both opportunity and risk for facilitators and organizations engaging in simulation. It should inform objectives, design, delivery, debriefing, and faculty development and firmly support the situation of simulation programs within the broader cultural ethos and goals of the departments and organizations.

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“…An emotionally and psychologically unsafe environment stifles the use and development of self skills, which in turn hampers the maturing of the learner. When learners fail to take interpersonal risks and accept failure, AL is limited resulting in inadequate and meaningless engagement and development of self where the learners fail to express themselves sensibly, rationally and openly (Kostovich, O’Rourke & Stephen 2020 ).…”

Section: Discussionmentioning

confidence: 99%

The development of self skills in an authentic learning environment: A qualitative study

Ndawo

2022

Curationis

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Background: The contemporary healthcare environment is an authentic, demanding, challenging and ever-changing environment that requires learners to possess good self skills when they need to engage in meaningful, critical discourse in order to solve authentic problems. However, nurse educators assume that learners already have well-developed self skills at the commencement of their nursing training and as a result do not explicitly teach and develop such skills in the learners.Objectives: The objectives of this research were to explore and describe nurse educators’ views on how learners’ self skills can be developed within an authentic learning (AL) environment, and to formulate recommendations based on the findings.Method: A qualitative and contextual research design was used to seek rich, in-depth data from 20 nurse educators who were purposively sampled. Semi-structured individual interviews were conducted, and the data were analysed using Miles, Huberman and Saldaña method.Results: The three themes that emerged were that nurse educators should (1) ensure an AL environment that promotes self skills, (2) engage learners in activities that will consciously evoke authentic self and (3) evaluate the developed self skills and metacognition.Conclusion: By developing good self skills, learners should be able to deliver quality patient care, find solutions to complex problems and handle cognitive complexity and authentic conditions whilst creating their own identity.

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Establishing psychological safety in simulation: Faculty perceptions

Cited by 42 publications

References 11 publications

Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

Talking the talk in junior interprofessional education: Is healthcare terminology a barrier or facilitator?

Taking simulation out of its “safe container”—exploring the bidirectional impacts of psychological safety and simulation in an emergency department

The development of self skills in an authentic learning environment: A qualitative study

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