Abstract
Background The mediating effect of psychological safety on the relationship between students’ perceptions of simulation design features and learning outcomes has not been addressed in simulation-based nursing education. Aim This study aimed to determine whether psychological safety mediates the relationship between students’ perceptions of simulation design features and learning outcomes. Methods This study employed a cross-sectional descriptive survey design with a convenience sample of 194 nursing students. Nursing students completed a structured self-administered questionnaire including the Simulation Design Scale, Academic Safety Measurement Tool, and Student Satisfaction and Self-Confidence in Learning Scale. Data were analysed using multiple regression analysis. Findings Students’ perceptions of simulation design features and psychological safety were significant predictors of their learning outcomes. Psychological safety mediated the relationship between students’ perceptions of simulation design features and learning outcomes. Discussion Simulation educators need to consider optimal educational design features to ensure the psychological safety of learners to achieve target learning outcomes. Conclusion Psychological safety plays an essential role in achieving learning outcomes of simulation-based nursing education.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
