The Impact of Psychological Safety Through Pre-Briefing on Satisfaction in Nursing Simulation Education and Team Efficacy

doi:10.22716/sckt.2025.13.3.002

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2025 Vol.13, Issue 3 Preview Page Next Page

Research Article

The Impact of Psychological Safety Through Pre-Briefing on Satisfaction in Nursing Simulation Education and Team Efficacy 사전 브리핑을 통한 심리적 안전이 간호시뮬레이션 교육만족도와 팀효능감에 미치는 영향: Hyejin Jeon¹ and Heejeong Kim^2,3
전혜진¹, 김희정^2,3; ¹Associate Professor, Department of Nursing, Korea Nazarene University
²Professor, Department of Nursing, Baekseok University
³Doctoral Candidate, Department of Education, Ewha Womans University

¹나사렛대학교 간호학과 부교수, ²백석대학교 간호학과 교수, ³이화여자대학교 교육학과 박사과정

30 September 2025. pp. 11-20

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Abstract

간호시뮬레이션 교육은 실제 임상 환경과 유사한 학습경험을 제공하여 간호대학생의 핵심 역량 강화에 기여한다. 그러나, 교육 운영 시 학습자의 심리적 안전을 고려하여 교육만족도와 팀효능감과 같은 학습 효과를 도출하는 것이 바람직하다. 본 연구는 간호시뮬레이션 교육에서 사전 브리핑에서 심리적 안전을 고려하는 수준이 교육만족도와 팀효능감에 미치는 영향을 확인하였으며, 일 지역의 간호학과 4학년 학생 88명을 대상으로 서술적 조사연구를 수행하였다. 연구 도구는 일반적 특성, 심리적 안전, 교육만족도, 팀효능감 측정을 위한 설문지를 활용하였으며, 자료는 SPSS 26.0 프로그램을 이용하여 분석하였다. 간호대학생들은 사전브리핑 단계에서 비교적 높은 수준의 심리적 안전을 경험하였고, 교육만족도 및 팀효능감과 유의미한 양의 상관관계를 나타냈다. 특히, 심리적 안전은 교육만족도와 팀효능감에 긍정적인 영향을 미치는 것으로 확인되었다. 이는 교육 설계 시 학습자의 심리적 안전을 고려하는 것이 중요하며, 교수자는 구조화된 사전 브리핑을 제공함으로써 심리적 안전을 강화하기 위한 전략을 적극적으로 활용해야 함을 시사한다.

Nursing simulation education plays a crucial role in enhancing core competencies among nursing students by providing a learning experience that closely resembles real clinical environments. However, the aspect of learner psychological safety requires further investigation. This study aimed to examine the impact of psychological safety during the pre-briefing phase of nursing simulation education on educational satisfaction and team efficacy. A descriptive survey and correlational study were conducted involving 88 fourth-year nursing students from two universities within a single region. The research instruments included questionnaires designed to measure general characteristics, psychological safety, educational satisfaction, and team efficacy. The collected data were analyzed using SPSS version 20.0. The results indicated that nursing students reported relatively high levels of psychological safety, which were significantly and positively correlated with both educational satisfaction and team efficacy. In particular, psychological safety was found to positively influence educational satisfaction and team efficacy. This study demonstrated that psychological safety during the pre-briefing phase of nursing simulation training is closely related to training satisfaction and team efficacy. These findings suggest that it is essential to consider learners' psychological safety in instructional design and that instructors should actively employ strategies to promote psychological safety by providing structured pre-briefings.

Keywords

Nursing education

Simulation training

Psychological safety

Pre-briefing

References

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10.1097/SIH.0000000000000293
E. Pasay-An, A. S. Alqarni, L. Sacgaca, A. Alsulami, P. Pangket, F. Gonzales, A. Gonzales, L. S. Benjamin, L. Estadilla, M. S. Alreshidi, R. Mostoles Jr, and S. A. Alshammari, “Exploring students’ perceptions of cutting‐edge nursing simulation: A phenomenological study”, Journal of Nursing Management, Vol. 2025, No. 1, pp. 4040984, 2025.
10.1155/jonm/4040984
D. S. McDermott, J. Ludlow, E. Horsley, and C. Meakim, “Healthcare Simulation Standards of Best PracticeTM Prebriefing: Preparation and Briefing”, Clinical Simulation In Nursing, Vol. 58, pp. 9-13, 2021.
10.1016/j.ecns.2021.08.008
P. R. Jeffries, “A framework for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing”. Nursing Education Perspectives, Vol. 26, No. 2, pp. 96-103, 2005.
S. G. Somerville, N. M. Harrison, and S. A. Lewis, “Twelve tips for the pre-brief to promote psychological safety in simulation-based education”, Medical Teacher, Vol. 45, No. 12, pp. 1349-1356, 2023.
10.1080/0142159X.2023.2214305
E. Purdy, L, Borchert, A. El-Bitar, W. Isaacson, L. Bills, and V. Brazil, “Taking simulation out of its “safe container”-exploring the bidirectional impacts of psychological safety and simulation in an emergency department”, Advances in Simulation, Vol. 7, No. 1, pp. 5, 2022.
10.1186/s41077-022-00201-8 35123580 PMC8818167
S. L. Bourke, L. McKenna, S. Cooper, and L. Lam, “Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations: A grounded theory study”, Nurse Education Today, Vol. 138, pp. 106183, 2024.
10.1016/j.nedt.2024.106183
Y. Y. Lei, L. Zhu, Y. T. R. Sa, and X-S. Cui, “Effects of high-fidelity simulation teaching on nursing students' knowledge, professional skills and clinical ability: A meta-analysis and systematic review”, Nurse Education in Practice, Vol. 60, pp. 103306, 2022.
10.1016/j.nepr.2022.103306
C. C. Hung, H. F. S. Kao, H. C. Liu, H. F. Liang, T. P. Chu, and B. O. Lee, “Effects of simulation-based learning on nursing students' perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method”, Nurse Education Today, Vol. 97, pp. 104725, 2021.
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J. Lee, and H. K. Son, “Effects of simulation problem-based learning based on Peplau's Interpersonal Relationship Model for cesarean section maternity nursing on communication skills, communication attitudes and team efficacy”, Nurse Education Today, Vol. 113, pp. 105373, 2022.
10.1016/j.nedt.2022.105373 35468458 PMC9371470
S. T. Jallad, “Effectiveness of simulation-based education on educational practices of communication skills, satisfaction, and self-confidence among undergraduate nursing students”, Creative Nursing, Vol. 31, No. 2, pp. 135-143, 2025.
10.1177/10784535241301115
S. Turner, N. Harder, D. Martin, and L. Gillman, “Psychological safety in simulation: Perspectives of nursing students and faculty”, Nurse Education Today, Vol. 122, pp.105712, 2023.
10.1016/j.nedt.2023.105712
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정진희, 이혜경, “간호·간병통합서비스 병동 간호사를 위한 가상현실 활용 낙상예방 교육 프로그램 개발과 효과”, 한국간호교육학회지, 제31권, 제1호, pp. 39-52, 2025.
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10.1136/bmjoq-2024-003186 40316410 PMC12049904
박현지, 송지훈, “나르시시즘과 경력성공의 관계: 자기효능감과 심리적 안전감의 조절된 매개효과”, 산업관계연구, 제34권, 제2호, pp. 169-198, 2024.
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박미랑, “코칭과 심리적 안전감의 관계 연구의 체계적 문헌고찰”, 평생교육융복합연구, 제3권, 제1호, pp. 5-18, 2024.
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Information

Publisher :The Society of Convergence Knowledge
Publisher(Ko) :융복합지식학회
Journal Title :The Society of Convergence Knowledge Transactions
Journal Title(Ko) :융복합지식학회논문지
Volume : 13
No :3
Pages :11-20
DOI :https://doi.org/10.22716/sckt.2025.13.3.002

[1] C. Walsh, S. Lydon, D. Byrne, C. Madden, S. Fox, and P. O'Connor, “The 100 most cited articles on healthcare simulation: a bibliometric review”, Simulation in Healthcare, Vol. 13, No. 3, pp. 211-220, 2018.
10.1097/SIH.0000000000000293

[2] E. Pasay-An, A. S. Alqarni, L. Sacgaca, A. Alsulami, P. Pangket, F. Gonzales, A. Gonzales, L. S. Benjamin, L. Estadilla, M. S. Alreshidi, R. Mostoles Jr, and S. A. Alshammari, “Exploring students’ perceptions of cutting‐edge nursing simulation: A phenomenological study”, Journal of Nursing Management, Vol. 2025, No. 1, pp. 4040984, 2025.
10.1155/jonm/4040984

[3] D. S. McDermott, J. Ludlow, E. Horsley, and C. Meakim, “Healthcare Simulation Standards of Best PracticeTM Prebriefing: Preparation and Briefing”, Clinical Simulation In Nursing, Vol. 58, pp. 9-13, 2021.
10.1016/j.ecns.2021.08.008

[4] P. R. Jeffries, “A framework for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing”. Nursing Education Perspectives, Vol. 26, No. 2, pp. 96-103, 2005.

[5] S. G. Somerville, N. M. Harrison, and S. A. Lewis, “Twelve tips for the pre-brief to promote psychological safety in simulation-based education”, Medical Teacher, Vol. 45, No. 12, pp. 1349-1356, 2023.
10.1080/0142159X.2023.2214305

[6] E. Purdy, L, Borchert, A. El-Bitar, W. Isaacson, L. Bills, and V. Brazil, “Taking simulation out of its “safe container”-exploring the bidirectional impacts of psychological safety and simulation in an emergency department”, Advances in Simulation, Vol. 7, No. 1, pp. 5, 2022.
10.1186/s41077-022-00201-8 35123580 PMC8818167

[7] S. L. Bourke, L. McKenna, S. Cooper, and L. Lam, “Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations: A grounded theory study”, Nurse Education Today, Vol. 138, pp. 106183, 2024.
10.1016/j.nedt.2024.106183

[8] Y. Y. Lei, L. Zhu, Y. T. R. Sa, and X-S. Cui, “Effects of high-fidelity simulation teaching on nursing students' knowledge, professional skills and clinical ability: A meta-analysis and systematic review”, Nurse Education in Practice, Vol. 60, pp. 103306, 2022.
10.1016/j.nepr.2022.103306

[9] C. C. Hung, H. F. S. Kao, H. C. Liu, H. F. Liang, T. P. Chu, and B. O. Lee, “Effects of simulation-based learning on nursing students' perceived competence, self-efficacy, and learning satisfaction: A repeat measurement method”, Nurse Education Today, Vol. 97, pp. 104725, 2021.
10.1016/j.nedt.2020.104725

[10] J. Lee, and H. K. Son, “Effects of simulation problem-based learning based on Peplau's Interpersonal Relationship Model for cesarean section maternity nursing on communication skills, communication attitudes and team efficacy”, Nurse Education Today, Vol. 113, pp. 105373, 2022.
10.1016/j.nedt.2022.105373 35468458 PMC9371470

[11] S. T. Jallad, “Effectiveness of simulation-based education on educational practices of communication skills, satisfaction, and self-confidence among undergraduate nursing students”, Creative Nursing, Vol. 31, No. 2, pp. 135-143, 2025.
10.1177/10784535241301115

[12] S. Turner, N. Harder, D. Martin, and L. Gillman, “Psychological safety in simulation: Perspectives of nursing students and faculty”, Nurse Education Today, Vol. 122, pp.105712, 2023.
10.1016/j.nedt.2023.105712

[13] 김지영, 허나래, “간호시뮬레이션 교육만족도 측정도구 개발”, 학습자중심교과교육연구, 제19권, 제18호, pp. 291-309, 2019.

[14] L. C. Marshall, “The relationship between efficacy, teamwork, effort and patient satisfaction”, Ph. D. Dissertation, University of Southern California, 2003.

[15] E. Kwon, “The Correlation among team efficacy, interpersonal understanding, proactivity in problem solving and team performance”, Master’s thesis, Ewha Womans University, 2010.

[16] D. S. McDermott, and J. Ludlow, “A prebriefing guide for online, virtual, or distant simulation experiences”, Clinical Simulation in Nursing, Vol. 67, pp. 1-5, 2022.
10.1016/j.ecns.2022.03.004

[17] 정진희, 이혜경, “간호·간병통합서비스 병동 간호사를 위한 가상현실 활용 낙상예방 교육 프로그램 개발과 효과”, 한국간호교육학회지, 제31권, 제1호, pp. 39-52, 2025.

[18] V. Vu, C. Buléon, T. A. Le, C. C. P. Lua, F. Martin, R. Minehart, and P. Macaire, “Changing minds, saving lives: how training psychological safety transforms healthcare”, BMJ Open Quality, Vol. 14, No. 2, pp. e003186, 2025.
10.1136/bmjoq-2024-003186 40316410 PMC12049904

[19] 박현지, 송지훈, “나르시시즘과 경력성공의 관계: 자기효능감과 심리적 안전감의 조절된 매개효과”, 산업관계연구, 제34권, 제2호, pp. 169-198, 2024.
10.37926/KJIR.2024.6.34.2.169

[20] 박미랑, “코칭과 심리적 안전감의 관계 연구의 체계적 문헌고찰”, 평생교육융복합연구, 제3권, 제1호, pp. 5-18, 2024.
10.58207/kalec.2024.3.1.5

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