Abstract
Because nursing education plays a role in meeting the current demand for registered nurses, it becomes important for educators to understand how prelicensure education can positively contribute to the nursing workforce. One specific aspect of prelicensure nursing education is the psychological safety of the classroom learning environment (LE). This study aimed to explore how associate degree nurse educators create psychological safety in the classroom. This study used situational analysis, a grounded theory approach, to uncover the elements of the classroom and instructional practices that link to psychological safety. Specifically, we uncovered how nurse educators allowed for wrongness, read the room, and leveled the balance of power to create a psychologically safe classroom LE.
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