The benefits and boundaries of psychological safety in simulation-based education: an integrative review.

Abstract

Background: Psychological safety has been highlighted as essential for student learning in simulation-based education (SBE). The pedagogical literature emphasizes that such learning situations must challenge learners and make them experience that something is at stake. Therefore, this study aimed to analyse how psychological safety in SBE is assured in recent research.

Methods: The study employed an integrative review method. Databases were systematically searched for articles, and 2071 records were screened, of which 13 studies met the inclusion criteria.

Findings: The findings of the study resulted in two themes related to psychological safety in SBE. Theme 1 demonstrates that psychological safety is warranted because simulation is an unsafe learning environment, while theme 2 illustrates that psychological safety is implemented to optimise students' learning during SBE.

Conclusion: This study reveals that establishing psychological safety in SBE is crucial due to the potential for students to feel anxious and stressed. Psychological safety in SBE is more nuanced than in traditional work environments in which the concept originated and is not merely about eliminating all discomfort during learning situations. Additionally, psychological safety is necessary for a challenging learning environment in which students feel safe enough to risk failure and be exposed to dilemmas, thereby facilitating learning opportunities.

Clinical trial number: Not applicable.