“STEPS” An Innovative Simulation Tool to Enhance Psychological Safety

Friday, June 14, 2024

9:40 AM - 9:50 AM East Coast USA Time

Location: 302

Lead Author(s)

Jacqueline Vaughn, PhD, RN, CHSE-A (she/her/hers)

Clinical Assistant Professor
University of North Carolina Wilmington School of Nursing
Wilmington, NC, United States

Co-Author(s)

SF

Shannon Ford, PhD, APRN, CPNP-PC, CNE

Assistant Professor
University of North Caroline Wilmington School of Nursing
Wilmington, NC, United States

Co-Author(s)

Stephanie Sims, MSN RN CHSE (she/her/hers)

Simulation Faculty
University of North Caroline Wilmington School of Nursing
Wilmington, NC, United States

Co-Author(s)

Laura A. Killam, RN, MScN (she/her/hers)

Cambrian College (Professor), Nipissing University (Instructor), and Queen’s University (student)
Cambrian College (Professor), Nipissing University (Instructor), Queen's University (PhD in Nursing Student)
Sudbury, ON, Canada

Co-Author(s)

ED

Emily Digiuseppe, MSN RN

Lecturer
University of North Caroline Wilmington School of Nursing
Wilmington, North Carolina, United States

Co-Author(s)

Colette B. Waddill, DNP, MSN, RN, IBCLC, CNE, CHSE

Clinical Assistant Professor
University of North Caroline Wilmington School of Nursing
Wilmington, NC, United States

Co-Author(s)

AR

Anka Roberto, DNP, MPH, APRN, PMHNP-BC

Associate Professor
University of North Caroline Wilmington School of Nursing
Wilmington, North Carolina, United States

Disclosure(s):

Jacqueline Vaughn, PhD, RN, CHSE-A: No financial relationships to disclose

Stephanie Sims, MSN RN CHSE: No financial relationships to disclose

Abstract : Simulation may evoke stress and anxiety among students which can interfere with learning and in some cases leave them feeling traumatized. Creating a psychologically safer (PS) learning environment is essential during simulation and leads to more impactful learning. The National League for Nursing Jeffries Simulation Theory guided this project as it emphasizes the importance of PS across all simulation phases.
Our simulation program employs a scripted Prebrief that emphasizes simulation is a safe space where learners can feel safer practicing at the edge of their abilities without concern for judgment or criticism. After a recent simulation where a learner burst into tears, we reflected on our strategies to foster PS, and realized a different approach might be needed to enhance PS.

Methods: Our simulation team created a visual cue to help promote PS, which consisted of a 3-Dimensional pictorial representation of key PS characteristics using a rotatable photo-cube. Each frame includes images depicting PS elements (support, safety net, teamwork, puzzle pieces). We named the photo-cube the “Simulation Tool to Enhance Psychological Safety” (STEPS). STEPS is placed on the table and used for Prebriefing and Debriefing, serving as a consistent visual reminder for PS.

Results: Twelve simulation educators evaluated STEPS and completed a survey to elicit their feedback and suggestions for improvement. Results included “this is a great visual reminder of safe learning” and “this will be valuable for promoting PS in all simulations.”

Conclusions: Educators found STEPS to be a potential effective visual tool to promote PS for simulation learners.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: Our simulation team created a visual tool to enhance psychological safety in simulation. Other simulation educators may find this innovative tool valuable.

Learning Objectives:

Gain knowledge to promote psychological safety in simulation.
Identify key elements of psychological safety in simulation.
Describe the benefits for using “STEPS” as a visual aid to promote psychological safety in simulation.