Psychological safety in innovative learning environments: planning for inclusive spaces

Charteris, Jennifer; Anderson, Joanna; Page, Angela

doi:10.1080/13603116.2021.1974108

Cited by 10 publications

(5 citation statements)

References 36 publications

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“…Furthermore, this creates a safe environment where students can identify what skills they lack and wish to improve without judgment. The feeling of safety is an essential element in learning environments, where students are expected to take risks [ 13 ].…”

Section: Methodsmentioning

confidence: 99%

Key tips to providing a psychologically safe learning environment in the clinical setting

Hardie

O’Donovan²,

Jarvis

et al. 2022

BMC Med Educ

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Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educational experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author's clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.

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Section: Methodsmentioning

confidence: 99%

Key tips to providing a psychologically safe learning environment in the clinical setting

Hardie

O’Donovan²,

Jarvis

et al. 2022

BMC Med Educ

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“…Strategi pembelajaran diferensiasi diharapkan mampu menciptakan kegiatan belajar dan mengajar yang efektif, memberikan peserta didik kebebasan dalam mendapatkan hakhaknya dalam belajar, serta memfasilitasi kebutuhan belajar peserta didik untuk mengembangkan kemampuannya (Fitriani et al, 2023). Dalam rangka menghadirkan lingkungan belajar yang inklusif dan partisipatif (Beddoes, 2018;Brooks, 2020;Charteris, 2021;Classen, 2022;Costas-Jauregui, 2021;Gill, 2020;Leifler, 2020;Sanger, 2020), beberapa pendekatan juga dapat diimplementasikan seiring dengan strategi pembelajaran diferensiasi. Salah satu pendekatan yang sejalan adalah pendekatan Teaching at The Right Level.…”

Section: Pendahuluanunclassified

Sinergi Antara Pelaksanaan Pembelajaran Berdiferensiasi dengan Teaching at The Right Level dalam Menghadirkan Lingkungan Belajar Inklusif

Prihandini,

Azizah,

Atikah

2023

jtp

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The current learning paradigm has shifted towards student-centered learning. Therefore, teachers need to design learning experiences while considering the characteristics of students comprehensively. This study aims to identify the positive impacts that arise from students and teachers during the implementation of differentiated learning activities with the Teaching at the Right Level (TaRL) approach in the classroom. The research method used is qualitative with a descriptive approach. The research subjects were the 11th-grade students of MIPA 5 at SMAN 1 Tanggul. The observation results indicate that students are more active in learning activities, and their participation in learning is better monitored. Based on the research results presented, it is evident that the implementation of differentiated learning with the TaRL approach has a positive impact on learning and helps create an inclusive and responsive learning environment to meet the needs of the students.

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“…There has been some consideration of sensory overload in general education research. Recently, Charteris, Anderson, and Page discussed the psychological safety of Innovative Learning Environments (ILEs). Despite ILEs being positively regarded for their “ elegant spatial resolutions to complex future-oriented pedagogical problems ,” their very nature can adversely affect students and instructors.…”

Section: Research On Sensory Overloadmentioning

confidence: 99%

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

Flaherty

2022

J. Chem. Educ.

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Engaging in laboratory practical activities, developing laboratory practical skills, and, to a degree, even wearing laboratory protective equipment such as safety coats and goggles are all quintessential components of chemistry education. It is becoming quite common for institutions to invest in large-scale chemistry teaching laboratories, filling them with cutting-edge technology, chemicals and apparatus, digital learning tools and laboratory furniture. It is also becoming quite common for educators to develop and execute well considered, research-based approaches to learning and teaching in the laboratory. However, despite such grand and admirable commitments and ambitions, there seems to be little acknowledgment of just how difficult it can be for some to be a room that is so noisy, bright, odorous and surrounded by hazards, risks, chemicals, glassware, electricity, gas, naked flames, eye washes, body showers, fume hoodsthe list goes on. While sensory overload issues were once associated with psychiatric mental disorders such as Autism, Schizophrenia, and Attention Deficit Hyperactivity Disorder, it is now becoming known that anyone, regardless of whether they have a psychiatric mental disorder, can experience sensory issues for a variety of reasons. As such, while the chemistry teaching laboratory and all its sense-demanding intricacies might be manageable for some, for other students and instructors akin who experience sensory overload issues, it can be a most-unnerving environment to be in, let alone to think about chemical concepts. The purpose of this Article is to review literature on the concept of sensory overload, consider some research on sensory overload, and identify how this may implicate chemistry laboratory education.

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Psychological safety in innovative learning environments: planning for inclusive spaces

Cited by 10 publications

References 36 publications

Key tips to providing a psychologically safe learning environment in the clinical setting

Key tips to providing a psychologically safe learning environment in the clinical setting

Sinergi Antara Pelaksanaan Pembelajaran Berdiferensiasi dengan Teaching at The Right Level dalam Menghadirkan Lingkungan Belajar Inklusif

The Chemistry Teaching Laboratory: A Sensory Overload Vortex for Students and Instructors?

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