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Creating psychological safety in interprofessional simulation for health professional learners: a scoping review of the barriers and enablers.

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Title: Creating psychological safety in interprofessional simulation for health professional learners: a scoping review of the barriers and enablers.
Authors: Lackie, Kelly, Hayward, Kathryn, Ayn, Caitlyn, Stilwell, Peter, Lane, Jennifer, Andrews, Cynthia, Dutton, Tanya, Ferkol, Doug, Harris, Jonathan, Houk, Shauna, Pendergast, Noel, Persaud, David, Thillaye, Jacquie, Mills, Jessica, Grant, Shannan, Munroe, Andrew
Source: Journal of Interprofessional Care. Mar/Apr2023, Vol. 37 Issue 2, p187-202. 16p. 1 Diagram, 4 Charts.
Subjects: Health services accessibility, Systematic reviews, Simulation methods in education, Uncertainty, Psychological safety, Learning strategies, Interprofessional relations, Research funding, Clinical competence
Abstract: Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Creating psychological safety in interprofessional simulation for health professional learners: a scoping review of the barriers and enablers.
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  Data: <searchLink fieldCode="AR" term="%22Lackie%2C+Kelly%22">Lackie, Kelly</searchLink><br /><searchLink fieldCode="AR" term="%22Hayward%2C+Kathryn%22">Hayward, Kathryn</searchLink><br /><searchLink fieldCode="AR" term="%22Ayn%2C+Caitlyn%22">Ayn, Caitlyn</searchLink><br /><searchLink fieldCode="AR" term="%22Stilwell%2C+Peter%22">Stilwell, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22Lane%2C+Jennifer%22">Lane, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Andrews%2C+Cynthia%22">Andrews, Cynthia</searchLink><br /><searchLink fieldCode="AR" term="%22Dutton%2C+Tanya%22">Dutton, Tanya</searchLink><br /><searchLink fieldCode="AR" term="%22Ferkol%2C+Doug%22">Ferkol, Doug</searchLink><br /><searchLink fieldCode="AR" term="%22Harris%2C+Jonathan%22">Harris, Jonathan</searchLink><br /><searchLink fieldCode="AR" term="%22Houk%2C+Shauna%22">Houk, Shauna</searchLink><br /><searchLink fieldCode="AR" term="%22Pendergast%2C+Noel%22">Pendergast, Noel</searchLink><br /><searchLink fieldCode="AR" term="%22Persaud%2C+David%22">Persaud, David</searchLink><br /><searchLink fieldCode="AR" term="%22Thillaye%2C+Jacquie%22">Thillaye, Jacquie</searchLink><br /><searchLink fieldCode="AR" term="%22Mills%2C+Jessica%22">Mills, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Grant%2C+Shannan%22">Grant, Shannan</searchLink><br /><searchLink fieldCode="AR" term="%22Munroe%2C+Andrew%22">Munroe, Andrew</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Interprofessional+Care%22">Journal of Interprofessional Care</searchLink>. Mar/Apr2023, Vol. 37 Issue 2, p187-202. 16p. 1 Diagram, 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+methods+in+education%22">Simulation methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Uncertainty%22">Uncertainty</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+safety%22">Psychological safety</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+competence%22">Clinical competence</searchLink>
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  Data: Interprofessional simulation-based education (IP-SBE) supports the acquisition of interprofessional collaborative competencies. Psychologically safe environments are necessary to address socio-historical hierarchies and coercive practices that may occur in IP-SBE, facilitating fuller student participation. A scoping review was conducted to understand the barriers and enablers of psychological safety within IP-SBE. Research papers were eligible if they included two or more undergraduate and/or post-graduate students in health/social care qualifications/degrees and discussed barriers and/or enablers of psychological safety within simulation-based education. Sources of evidence included experimental, quasi-experimental, analytical observational, descriptive observational, qualitative, and mixed-methodological peer-reviewed studies. English or English-translated articles, published after January 1, 1990, were included. Data were extracted by two members of the research team. Extraction conflicts were resolved by the principal investigators. In total, 1,653 studies were screened; 1,527 did not meet inclusion criteria. After a full-text review, 99 additional articles were excluded; 27 studies were analyzed. Psychological safety enablers include prebriefing-debriefing by trained facilitators, no-blame culture, and structured evidenced-based simulation designs. Hierarchy among/between professions, fear of making mistakes, and uncertainty were considered barriers. Recognition of barriers and enablers of psychological safety in IP-SBE is an important first step towards creating strategies that support the full participation of students in their acquisition of IPC competencies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=161786781
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        Value: 10.1080/13561820.2022.2052269
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        Text: English
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        PageCount: 16
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      – SubjectFull: Health services accessibility
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Simulation methods in education
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      – SubjectFull: Uncertainty
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      – SubjectFull: Psychological safety
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      – SubjectFull: Learning strategies
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      – SubjectFull: Interprofessional relations
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              Text: Mar/Apr2023
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