Conceptualizing Student Experiences of Psychological Safety in Simulation: A Grounded Theory Study

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.]