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...
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| Format: | Article |
| Language: | English |
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BMC
2025-07-01
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| Series: | BMC Nursing |
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| Online Access: | https://doi.org/10.1186/s12912-025-03575-y |
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| author | Anine Madsgaard Alette Svellingen |
| author_facet | Anine Madsgaard Alette Svellingen |
| author_sort | Anine Madsgaard |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-c87ee1def69841449cf2abdd8dffb7aa |
| institution | Kabale University |
| issn | 1472-6955 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj-art-c87ee1def69841449cf2abdd8dffb7aa2025-08-20T03:42:40ZengBMCBMC Nursing1472-69552025-07-0124111010.1186/s12912-025-03575-yThe benefits and boundaries of psychological safety in simulation-based education: an integrative reviewAnine Madsgaard0Alette Svellingen1VID Specialized UniversityVID Specialized UniversityAbstract 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.https://doi.org/10.1186/s12912-025-03575-ySimulation-based learningExperiential learningActive learningTeaching |
| spellingShingle | Anine Madsgaard Alette Svellingen The benefits and boundaries of psychological safety in simulation-based education: an integrative review BMC Nursing Simulation-based learning Experiential learning Active learning Teaching |
| title | The benefits and boundaries of psychological safety in simulation-based education: an integrative review |
| title_full | The benefits and boundaries of psychological safety in simulation-based education: an integrative review |
| title_fullStr | The benefits and boundaries of psychological safety in simulation-based education: an integrative review |
| title_full_unstemmed | The benefits and boundaries of psychological safety in simulation-based education: an integrative review |
| title_short | The benefits and boundaries of psychological safety in simulation-based education: an integrative review |
| title_sort | benefits and boundaries of psychological safety in simulation based education an integrative review |
| topic | Simulation-based learning Experiential learning Active learning Teaching |
| url | https://doi.org/10.1186/s12912-025-03575-y |
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