Co-creating psychological safety concept in undergraduate simulation
An exploratory multi-level analysis of student and teacher perspectives
Bibliographic Data
| ID | 21447306 |
|---|---|
| Authors | Soledad Armijo‐rivera (0000-0001-5368-5961, Clínica Alemana, corresponding author), Scarlett Vicencio-Clarke (0009-0006-3398-6090, Unidad de Simulación e Innovación en Salud, Universidad San Sebastián), Francisca Torres Suazo (0009-0003-9896-873X, Escuela de Medicina, Universidad Católica del Norte), María José Alarcón Reyes (Escuela de Medicina, Universidad de O′Higgins), Valentina Jara Vine (Escuela de Enfermería, Universidad Diego Portales), Marcia Maldonado Holtheuer (0000-0002-1719-824X, Diego Portales University), Leonardo Pérez González (0000-0001-9743-3600, San Sebastián University) |
| Year | 2026 |
| Volume | 48 |
| Issue | 4 |
| Pages | 625-673 |
| Publication date | 2026-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Medical Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0142-159X • E-ISSN: 1466-187X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0142159x.2025.2576142 |
| PMID | 41138181 |
| OpenAlex | W4415547145 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Purpose Psychological safety (PS) is necessary for effective simulation-based education (SBE) and students’ learning. However, few research examines how undergraduate students conceptualize and actively shape it. This study explored student and teacher perspectives on PS using a co-creation approach designed to minimize hierarchy and enable equitable dialogue.Methods Guided by critical realism, this qualitative study employed a four-phase co-creation process: preparation, sensitization using autonomous reflection, structured workshop pairing students and teachers with no prior academic ties, and content analysis with collaborative synthesis. Six guiding questions on PS structured the inquiry. Participants wereResults Analysis of 308 meaning units, that reflect input from six participants (three faculty, three students), yielded five interrelated categories influencing PS in undergraduate SBE: (1) Student Capacities (e.g. emotional regulation, self-confidence, adaptability); (2) Teacher Influence (e.g. credibility, communication tone, feedback style); (3) Peer and Social Dynamics (e.g. trust, respectful collaboration); (4) Structural and Physical Environment (e.g. pre-briefing, scenario clarity); and (5) Institutional and Cultural Framework (e.g. confidentiality, safety norms). A timeline-based model illustrated distinct contributions of students and teachers to PS before, during, and after simulation.Conclusion Co-creation revealed that PS is not only a facilitator-driven condition but a shared, culturally situated process shaped by students, teachers, and institutional rituals. Engaging students as co-creators offers practical, context-sensitive strategies to strengthen inclusion, relational trust, and resilience in SBE
Cultural safety · Exploratory analysis · Exploratory research · Process (computing) · Psychological resilience · Resilience (materials science) · Situated · Higher Education Practises and Engagement · Innovative Teaching Methodologies in Social Sciences · Simulation-Based Education in Healthcare
Establishing a Safe Container for Learning in Simulation
The qualitative content analysis process
Psychological Conditions of Personal Engagement and Disengagement at Work.
Learner involvement in the co-creation of teaching and learning
Sailing the boat together
Twelve tips to virtually operationalize co-creation of educational design
Psychological Safety
Making it safe
Sample Size in Qualitative Interview Studies
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |