Safe Learning Space Research Articles

Strategies to Create a Psychologically Safe Radiology Learning Space.

Strategies to Create a Psychologically Safe Radiology Learning Space.

Understanding challenges as they impact on hospital-level care for pre-eclampsia in rural Ethiopia: a qualitative study

ObjectiveTo explore hospital-level care for pre-eclampsia in Ethiopia, considering the perspectives of those affected and healthcare providers, in order to understand barriers and facilitators to early detection, care escalation and...

The Power of Ice Breaker Activity: Examining the Impact of Icebreakers on Student Participation and Engagement in the Classroom

This study explores the importance of creating a comfortable and respectful classroom environment through the use of icebreaker activities. The study analyzes the opinions of six students on ways to improve or modify icebreaker activities to promote engagement and participation in the classroom. The results of the study reveal that icebreaker activities are essential in building a positive and productive learning environment. The students believe that icebreakers help to improve their speaking and listening skills, as well as their mood and brain activation. They also feel that icebreakers create a safe learning space and promote flexibility and willingness to learn. Furthermore, the students stress the importance of wise selection and modification of icebreaker activities to ensure that they have a positive impact on students and promote engagement in the classroom. The students suggest that icebreakers should be used at the beginning of each class to help energize and motivate students. Additionally, the students believe that clear expectations for student behavior are critical in creating a safe and respectful classroom environment. They stress the need to minimize threats or distractions that could interrupt the flow of learning. This study highlights the importance of creating a comfortable and respectful classroom environment through the use of icebreaker activities. The findings suggest that icebreakers can be modified to better promote engagement and participation in the classroom, ultimately leading to a positive and productive learning environment for students.

Finding a safe space for learning and exploration: A qualitative study of recently diagnosed men's experiences of peer support for HIV in Sweden.

In Sweden men account for most new HIV cases, and little is known about the peer support needs of people living with HIV in Sweden. This qualitative study explored how recently diagnosed men perceive and experience peer support in Sweden. Purposively sampled from HIV patient organizations and infectious disease clinics throughout Sweden, data was collected through in-depth individual interviews with 10 men living with HIV, who have experience participating in peer support. Latent and manifest qualitative content analysis produced the overarching theme of Finding a safe space for learning and exploration. Participants used peer support to access key information and skills and as a space to safely explore life with HIV. Participants perceived successful peer support as having the right peer while also receiving support at the right location. Study recommendations include further research on how a peer is defined within the U = U era, further research on the peer support needs of young adults, and further research on the accessibility of peer support.

Future-oriented skills and knowledge in game jams, a systematic literature review

Game jams, events for co-creating digital or non-digital games, are connected to learning in several ways: learning is a common motivation for participation and various learning results have been reported as their outcome. The existing literature on game jam learning consists mostly of descriptive individual case studies, with very incohesive and varied research aims, methods, and settings. Thus far, there have been no attempts to further analyze and classify the reported results of the previous studies. This article looks at existing research on game jams and learning, comparing the reported learning results to the future-oriented skills and knowledge. The data set, created utilizing the PRISMA checklist, consists of 25 original articles published between 2010 and 2022. The results show that participation in a game jam event will likely increase interdisciplinary, epistemic, and procedural knowledge. Furthermore, it can increase disciplinary knowledge depending on the theme and other framings of the event. Participation in a game jam event will likely further cognitive and metacognitive skills as well as social and emotional skills, provided the jam event is organized to create a safe and inclusive space for learning. Participation in a game jam will also likely further diverse practical and physical skills, but the adoption of these skills varies depending on individuals’ tasks inside their team. ICT-related skills are furthered in jam events concentrating on digital games and can be supported when making non-digital games. Thus, game jams offer a well-suited method for learning future-oriented skills and knowledge.

Modeling Conflicts at Work: The Case of Elementary School Employees in Croatia

This paper aims to explore conflict as a process that includes antecedents, management strategy, and outcomes while examining the role of affective states in an elementary school working environment. After a theoretical overview and systematization of the conflict elements, a questionnaire was developed that satisfies internal reliability and construct validity. Conflicts at the workplace were modeled with Bayesian SEM, and the results point out the prominent role of affective states in conflicts. Findings confirmed that (1) affective states affect the conflict management strategy choice; (2) different conflict management strategies lead to different conflict consequences; and (3) different affective states lead to differently perceived conflict consequences/outcomes. In addition, we conclude that conflicts with dominantly positive and negative affective states behave structurally differently. The revealed role of affective states facilitates future intervention possibilities in education about conflict management strategies and control of emotions and affective states. Raising awareness about affective states’ role in the conflict might increase mutual un-understanding and contribute to a healthy school social environment as a safe space for learning, sharing ideas, and joint actions toward a common goal.

Appreciative Inquiry Approach and its Effects on English Oral Communication Skills of Teacher Education Students

Good oral communication skills are necessary to help people understand and process information in a clear manner. Aspiring language teachers must be able to exemplify good verbal ability to become competent in their fields. Therefore, it is important to develop a future teacher’s ability to communicate in English. This study investigated the effects of the Appreciative Inquiry (AI) approach on the oral communication skills of teacher education students in a local college in Laguna, Philippines. Appreciative Inquiry is defined as the art and practice of asking questions that strengthen a system’s capacity to heighten positive potential; it focuses on doing more of what is already working, rather than focusing on fixing problems (Whitney & Cooperrider, 2011). A group of 11 student participants were given treatment in the form of an intervention workshop that followed the 4D cycle model of Appreciative Inquiry. Results revealed a significant impact in the students’ motivation to improve their oral communication skills. The intervention sessions had a positive effect on their self-confidence and eagerness to proceed with specializing in English language education. Their notion of their own personality that reflected negative self-talk was observed to have been significantly transformed into high self-esteem and determination. Feedback from the post-intervention interview suggested that the AI approach is a viable method that can be used in the classroom setting to build a safe learning space for students who engage in second language acquisition because the sessions give out a sense of fulfilment, positive reinforcement, and self-paced success. It is recommended that teachers employ AI techniques in their teaching-learning plans to sustain their students’ motivation in pursuing Teacher Education and to support their varying needs and preferences based on the strengths they already possess.

Simulation-based skills training: a qualitative interview study exploring surgical trainees’ experience of stress

IntroductionStress can affect the ability to acquire technical skills. Simulation-based training (SBT) courses allow surgical trainees to train their technical skills away from stressful clinical environments. Trainees’ subjective experiences of stress during SBT courses on laparoscopic surgery remains understudied. Here, we explored the subjective stress experiences of surgical trainees during mandatory laparoscopic SBT courses. We aimed to obtain a broader understanding of which factors of the simulation training the trainees perceived as eliciting stress.MethodsA qualitative study with semistructured individual interviews was undertaken to explore trainees’ subjective experiences of stress. Twenty surgical trainees participated while attending courses at a national training center for advanced laparoscopic surgery. Questions explored trainees’ stress experiences during the SBT courses with a focus on perceived stressors related to laparoscopic simulation training on two box-trainers and one virtual reality simulator. Interview data were analyzed using inductive, qualitative content analysis methods to identify codes, categories, and themes.ResultsFindings indicated that trainees have a variety of stress experiences during laparoscopic SBT. Three main themes were identified to be related to stress experiences: simulation task requirements, psychomotor skill levels and internal pressures, with subcategories such as task difficulty and time requirements, unrealistic haptic feedback and realism of graphics, inconsistent and poor technical performance, and self-imposed pressures and socio-evaluative threats.ConclusionsInsights into surgical trainees’ experience of stress during laparoscopic SBT courses showed that some stress experiences were directly related to simulation training, while others were of psychological nature. The technical and efficiency requirements of simulation tasks elicited stress experiences among trainees with less laparoscopic experience and lower levels of psychomotor skills. Self-imposed pressures played an integral part in how trainees mobilized and performed during the courses, suggesting that levels of stress might enhance laparoscopic simulation performance. For course facilitators aiming at optimizing future laparoscopic SBT courses, attending to the realism, providing clarity about learning objectives, and having awareness of individual differences among trainees’ technical level when designing the simulation tasks, would be beneficial. Equally important to the laparoscopic SBT is to create a psychological safe learning space in order to reduce the internal pressures of trainees.

Virtual Simduction Programme Improves Junior Doctor Confidence and Knowledge for Psychiatry Rotation

AimsTo design a virtual simulation training session for junior doctors starting their psychiatry rotation, to be delivered virtually at induction. To measure how this changes doctors' confidence and knowledge about the rotation.MethodsA small committee of experienced psychiatric trainees decided on a set of 5 common on call scenarios. Focus was given to clinical scenarios that involve the use of good communication skills with patients and with other clinical staff encountered on call such as Nurses and HCAs.The 5 stations focused on:Using section 5(2), risk assessmentrapid tranquilisationneuroleptic malignant syndromealcohol detoxificationmanaging self harm and ligatures.Each scenario utilised real world documentation as tools for the candidate to utilise (drug charts, NEWS charts etc) to increase fidelity. Detailed actor briefs were drawn up with instructions for the facilitators.During delivery of the sessions, a ‘safe learning space’ was set before individual learners took on the scenarios. ‘Time outs’ were utilised to allow the candidate to think through the scenario with the facilitator.After each scenario, the facilitator then used crib sheets to lead ‘mini tutorials’ for 10 minutes around each scenario to flesh out the theoretical and practical learning points. The simulation-trained actors gave feedback on communication skills. Candidates were provided with feedback forms at the conclusion.ResultsFeedback from the sessions was overwhelmingly positive. Every single candidate (n = 30) either agreed or strongly agreed that the session met the learning outcomes of increasing confidence, creating a realistic setting, being a fun and enjoyable introduction to psychiatric services.Blank space feedback was also excellent, with many doctors asking for further expansion of the development of the session into a rolling program, and expansion of the scenarios to include more complex clinical situations that involve other members of the MDT.ConclusionThe virtual simduction programme is an effective way to improve confidence and knowledge of common scenarios faced for junior doctors new to a psychiatry rotation. Further development will involve a transition to a face-to-face programme and integration of the wider MDT, including nurses, support workers and pharmacists.

Sparking reflection in future educators: Haiku self-study

ABSTRACT This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students’ critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection.

Development Practices in Senior Nursing and Midwifery Leadership: Pathways to Improvement in South Pacific Health Policy.

The Pacific Islands countries consist of thousands of isolated islands with a combined population of over 10 million people. It is a heterogeneous and diverse region culturally, linguistically economically and politically. Health challenges are considerable and healthcare systems are often overstretched. Framed in the context of the World Health Organisation's strategic directions and policy priorities, this paper describes an account of collaboration across these countries to develop leadership skills in the nursing and midwifery professions. It outlines lessons for nursing leadership, healthcare policy development and the valuable role of Government Chief Nursing and Midwifery Officers. The South Pacific Chief Nursing and Midwifery Officers Alliance (SPCNMOA) is a cooperative partnership, which was formed to improve the quality of healthcare in the region. It acts as an enabler to promote leadership skills and provide a safe space for learning, developing policy and the sharing of good practice. Through mentorship programs, international meetings and strong relationship-building, the SPCNMOA has strengthened partnerships within the region and improved community health services in even the most remote areas. By strengthening leadership and collaboration, these health professionals are now recognised by key policy makers as knowledgeable experts who have a legitimate role in guiding policy development, changing practice and delivering health policy improvements at local, country and international levels.

Nursing students’ experiences of mental wellness during the COVID-19 pandemic: A phenomenological study

IntroductionAcute psychological stress is commonly experienced by university students as they transition through a new learning environment; however, uncontrolled and long-term stress, such as that experienced due to the global respiratory pandemic, contributes to a severe decline in the physical and mental health of nursing students and decreases their academic success. The aim of this study was to investigate the experience of mental wellness as lived by nursing students and to understand how nursing students were coping with the impact of COVID-19. MethodsIndividual interviews were used as a data collection method in this qualitative study, guided by descriptive phenomenology. Nursing students from two institutions in Western Canada were recruited in the fall of 2020. Interviews with six participants were recorded and transcribed verbatim. Meaning units from the data were transformed into a constituents table which resulted in a rich description of the essence of mental wellness as experienced by participants. ResultsKey elements of the experience included: shifting support systems, disconnection, worry, sense of missing out, environmental stress and continual adaptation. The essence of the experience reflected on-going trauma. DiscussionThis research highlighted the importance of acknowledging the persistent, collective trauma experienced by students and faculty alike due to the global pandemic. A trauma-informed approach to nursing education, where positive coping is modelled and a safe learning space is provided, will be required going forward.

Cultural Safety: teachers’ engagement with an Indigenous pedagogical method in undergraduate nursing education

Background: Given the continued disparity between the health of Indigenous Australian people’s health and that of the broader Australian population, cultural safety is mandated as a component of undergraduate education as a strategy to improve health care. Evidence suggests that academics are not confident to teach cultural safety to undergraduate nursing students. Objectives: To explore the efficacy of an Indigenous teaching method (Teaching in Circle) to create culturally safe classrooms and to build the capacity and confidence of teachers to teach about cultural safety. Design: An Indigenous pedagogy was adapted for use in tutorials by teachers, with mentorship provided by an Indigenous knowledge expert. Teaching in Circle (TiC) methodology was implemented by teachers in tutorials. Methods: All nurse academics teaching in the Bachelor of Nursing program at a small regional Australian university were eligible to participate. Information about the project was provided in team meetings, with invitations to participate. Teachers provided a written reflection on the method and participated in regular on-line mentored support meetings throughout the teaching session. Data were analysed, using a reflective, inductive systematic process. Results: Final themes were “Sticking with initial disconcertment and discomfort”; “A renewed enjoyment of teaching”; “Learning and adapting”, “The influence of the method on safety” and “Shifts in classroom dynamics”. Impact Statement: ‘Teaching in Circle’, underpinned by respectful practice, positively influences culturally safe teaching and learning environments. The method enhances academics’ confidence to teach cultural safety to undergraduate nursing students and supports an understanding of the essential components of culturally safe health care. Conclusions: Evidence suggests the method built capacity to teach and foster experiential learning of safety, and thus what is required to create a culturally safe teaching and learning space.

158 The Introduction of Virtual Simulation into a Pre-Registration Nursing Course During the COVID-19 Pandemic

The COVID-19 Pandemic changed the way teaching and learning could be delivered at Sheffield Hallam University; the use of virtual simulation was explored to enhance the student experience and prepare students for placement.The aim of the study was to evaluate the application of virtual simulation for pre-registration nursing students.Oxford Medical Simulation (OMS) is an immersive, interactive, virtual healthcare simulation platform that allows participants to engage in a wide range of clinical scenarios. The environment, patient and other team members are fully interactive, with conversation and physiology adapting to students’ actions and treatment. The educational focus is on decision-making, clinical reasoning and critical thinking to improve patient care.A programme was developed to allow students to take part in lecturer-led sessions where OMS was used to practise the assessment and management of an unwell patient. Virtual scenarios lasting 15–20 minutes were managed by the lecturer, with students offering their contributions to determine the steps they wanted to take to manage the patient. Screen sharing of the virtual simulation via Zoom allowed students to take part in the scenarios from home. Learning outcomes predominantly focussed on A to E assessment, encouraging students who had never encountered a ‘real’ patient before in a clinical setting to begin to develop a structured approach. Evaluation of introduction of OMS to Nursing Course. This evaluation describes the benefits realized between the launch of OMS in November 2020 and 1 January 2021. The data presented include qualitative and quantitative data collated and analysed from student online survey responses. Data from 188 purposively sampled student participants were collated and analysed. The qualitative data demonstrated improvements in the student experience, under the following themes: (a) preparing students for placement, helping to apply knowledge to practice and improve decision-making; (b) developing confidence, providing a safe learning space – able to make mistakes without patients coming to harm. Students were also asked to rate their level of satisfaction on a 5-point scale (where 5 was most satisfied). The median rating for the 55.9% (n = 105) student responses was 5.0 with no statistical difference between identifiable fields of nursing (

Addressing Systemic Racism by Creating a Diversity, Equity, and Inclusion Department Initiative

The ongoing COVID-19 pandemic has underscored the need to optimize care for one of the most affected sectors: older adults in nursing homes and more specifically highly vulnerable populations such as residents with dementia. Research developed in collaboration with stakeholders can optimize impact, relevance, and trustworthiness of study findings thereby informing advances in care. Yet, evidence on stakeholder driven research for enhancing dementia care is limited. This symposium will provide examples of stakeholder-driven research questions that were addressed with stakeholder engagement. First, we will present current evidence about the perspectives of caregivers, including those from communities of color. The second presentation will discuss the perspective of clinical training stakeholders responsible for supporting system-wide clinical program implementation and their experiences with early and later adopter nursing homes within the context of a clinical trial. The third presentation will address the perspective of policy makers and payers via the effect of state-mandated dementia training on resident outcomes. The fourth and final present the findings from a study that examined how nursing home stakeholders responded to a payor requirements for pharmacy services and the relationship between that response and patient outcomes. We will conclude the session with a discussion of stakeholder-engagement methods and recommendations for future nursing home research, which champions stakeholder collaboration.

A mixed methods exploration of the role of multi-family groups in community treatment of patients with depression and anxiety in Pakistan

BackgroundAn open, non-controlled trial was conducted to explore the feasibility, experiences and outcomes of multi-family groups in community mental health care of patients with depression and anxiety.MethodsThe study was conducted in community settings within the catchment area of a free of cost primary care center in Karachi, Pakistan. 30 patients with symptoms of depression and anxiety, their caregivers and 3 lay counsellors were recruited enrolled in the study between May–September 2019. Patients were enrolled for monthly multi-family group meetings conducted over 6 months in groups of 5–6 patients and 1–2 nominated caregivers each. Meetings were facilitated by the non-specialist trained counsellors. The primary outcome was quality of life (assessed using Manchester Short Assessment of Quality of Life) and secondary outcomes were symptoms of depression and anxiety (assessed on Aga Khan University Depression and Anxiety Scale), social outcomes (Social Outcome Index), and caregiver burden (Burden Assessment Scale). Change in all measures was assessed pre and 6-month post intervention using t-test. In-depth interviews were conducted with 7 patients, 7 caregivers and the 3 lay counsellors.ResultsA total of 36 family intervention meetings were conducted with six groups with a total of 30 patients, 34 caregivers and 3 counsellors. Between baseline and the end of the intervention, subjective quality of life increased significantly from 3.34 to 4.58 (p < 0.001, 95% CI 0.93–1.54). Self-reported depression and anxiety scores reduced from 34.7 to 19.5 (p < 0.001, 95% CI 10.8–19.8) and the Social Outcome Index improved from 3.63 to 4.52 (p < 0.001, 95% CI 0.39–1.39). There was no change in family burden. Participants reported that the group meetings were seen as a safe space for shared learning, and that the experience helped improve self-regulation of emotions and behaviors and instilled a sense of belonging.ConclusionMulti-family groups in community treatment of common mental health disorders facilitated by non-specialist mental health service providers is feasible, experienced positively and has the potential for large and positive effects on subjective quality of life, self-reported depression and anxiety, and objective social outcomes.Trial Registration: ISRCTN, ISRCTN12299326. Registered 05 June 2019. Retrospectively registered, https://doi.org/10.1186/ISRCTN12299326.

Second-order problem solving: Nurses’ perspectives on learning from near misses

ObjectivesNear misses happen more frequently than actual errors, and highlight system vulnerabilities without causing any harm, thus provide a safe space for organizational learning. Second-order problem solving behavior offers a new perspective to better understand how nurses promote learning from near misses to improve organizational outcomes. This study aimed to explore frontline nurses’ perspectives on using second-order problem solving behavior in learning from near misses to improve patient safety. MethodsA qualitative exploratory study design was employed. This study was conducted in three tertiary hospitals in east China from June to November 2015. Purposive sampling was used to recruit 19 frontline nurses. Semi-structured interviews and a qualitative directed content analysis was undertaken using Crossan’s 4I Framework of Organizational Learning as a coding framework. ResultsSecond-order problem solving behavior, based on the 4I Framework of Organizational Learning, was referred to as being a leader in exposing near misses, pushing forward the cause analysis within limited capacity, balancing the active and passive role during improvement project, and promoting the continuous improvement with passion while feeling low-powered. Conclusions4I Framework of Organizational Learning can be an underlying guide to enrich frontline nurses’ role in promoting organizations to learn from near misses. In this study, nurses displayed their pivotal role in organizational learning from near misses by using second-order problem solving. However, additional knowledge, skills, and support are needed to maximize the application of second-order problem solving behavior when near misses are recognized.

Disrupting adverse childhood events (ACEs): student perceptions of the counter-ACEs of high school drama

ABSTRACT This qualitative study examines student perceptions of positive childhood experiences (counter-ACEs) in the context of a high school theatre program in the United States. Using the HOPE (Health Outcomes from Positive Experiences) framework, questions were developed to interview students for their perceptions in three categories: safe learning space, peer relationships, and emotional skills.

THE ROLES OF PUBLIC LIBRARIES IN INFORMATION SERVICE PROVISION TOWARDS ACHIEVING SUSTAINABLE DEVELOPMENT GOALS IN KADUNA STATE, NIGERIA

The United Nations Sustainable Development Goals (SDGs) is explicitly and directly linked to access to information and knowledge. This paper examines the roles of public libraries towards achieving sustainable development goals in Kaduna state. Three objectives were set out to be accomplished by the study. A survey research design was adopted using a questionnaire as a data collection instrument. A total of 2903 registered users of public libraries in the Kaduna State constituted the study population, while the study sample was collected using a stratified sampling technique. A sample of 2038 was drawn from the user population of 2903, where 30% out of the sample was drawn from the six (6) selected libraries, amounting to 611 for questionnaire administration. A total of 433 (71%) questionnaires were duly completed and returned. The findings arising from the study revealed that current awareness service, library instruction services, selective dissemination of information as well as indexing and abstracting were the services provided by the libraries covered by the study. The study also indicated that public libraries are active in achieving the Sustainable Development Goals (SDGs) in Kaduna State. For example, looking at the findings, Sustainable Development Goal 4: i.e. the provision of a safe and inclusive space for lifelong learning was identified as the leading role played by the public libraries covered by the study with 174 (40.2%) responses. SDGs 3: i.e. the provision of health information and literacy to the community on pregnancy, malaria, cholera and SDGs 8: i.e. the provision of training on the use of ICT as well as assistance on online job application processes, were also identified in the study as fundamental roles played by the libraries with the same response rate of 146 (33.7%). While looking at the challenges faced by the public libraries, the study reported lack of funds, lack of current materials, language barrier, lack of trained personnel and lack of Internet access were complained by the respondents as a hindrance to effective use of information resources. Given the above challenges, the study, therefore, recommended that issues relating to funding, staffing, information resources, innovative services, infrastructure all need to be addressed by taking proper measures. When these issues are resolved, it will go a long way towards achieving the (SDGs) in Nigeria and Africa at large.

‘Issues Surrounding Safe Digital Learning Space for the Students/Learners in Nepal.’

Safe digital learning space has become a prominent concern in the situation of the pandemic that the world is facing today. Most of the students/learners are engaged in online and digital learning around the world. Various educational institutions in Nepal, too, are adopting the digital and online modes of teaching-learning activities. This qualitative study explored the issues of safe digital learning in Nepal. The finding of the study realizes that there are problems in digital learning like cybercrime, cyberbullying, use of other platforms during teaching-learning activities, and access to pornography sites although it has many positive aspects for learning. The government, educators, students, and every individual need to take responsibility for making digital learning safe and secure. The research has identified the basic issues of safe digital learning and to carry out further research, the aspirant researcher may explore the safety measures for digital learning.