Psychological Safety

Psychological safety may be described as, “a feeling (explicit or implicit) within a simulation-based activity that participants are comfortable participating, speaking up, sharing thoughts, and asking for help as needed without concern for retribution or embarrassment” (Lioce et al., 2020, p.38). Creating a learning environment in which psychological safety is promoted is an important consideration when using virtual gaming simulations. Psychological safety can be enhanced when educators follow a process that includes prebriefing learners on the virtual gaming simulation, enacting, and then concluding with a structured debrief.

In the following video Dr. Sandra Goldsworthy, PhD, MSc, RN, CNCC(C), CMSN(C), CCSNE, from Nipissing University provides an overview of psychological safety related to using virtual simulations.

When a safe learning environment is created, learners are comfortable making decisions, initiating actions and sharing their experiences. They do not feel they are going to be judged negatively or experience negative consequences as a result of their choices. Most learners will always feel somewhat vulnerable when sharing thoughts and feelings, however, the educator’s goal is to create an environment where learners feel safe enough to embrace that feeling. Strategies for enhancing psychological safety during each stage of the virtual simulation are explored in subsequent chapters.

Both the virtual gaming simulation topics and how they are played influences learners’ sense of psychological safety.

Examples in Action: Psychological Safety

The Therapeutic Communication and Mental Health Assessment virtual gaming simulation includes potentially distressing scenes.  When our learners play this simulation asynchronously, we prepare them in a prebrief by discussing the sensitive content and provide learners with contact information for counseling if needed.

If the virtual gaming simulation is played in a group setting, the environment may impact the learners’ comfort in making decisions and initiating actions, especially if they feel they are going to be judged negatively or experience negative consequences as a result of their choices. An effective facilitator takes steps to mitigate these challenges proactively in the prebrief. One step includes: preparing learners so they feel comfortable working through the scenario by providing clear guidelines and expectations. The educator should also create an environment that minimize disruptions, enhances privacy, and promotes learner participation by reminding learners their discussions should remain confidential.