Sun5 - Exploring the Meaning of Psychological Harm Experienced by Undergraduate Nursing Students in Simulation: A Hermeneutic Study

Abstract : Undergraduate nursing students are at risk of psychological harm during simulation learning experiences. While the related topic of psychological safety in simulation remains popular among nurse scholars, there is minimal emphasis on understanding how psychological harm is experienced by nursing students. Using Gadamer’s philosophical hermeneutics the researchers explored the following question: what is the meaning of undergraduate nursing students who experience psychological harm during simulation? A purposive sample was used to recruit nine students who were enrolled in a Canadian university baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2023-2024. The interviews with participants were recorded and transcribed, and data were analyzed using the interpretive method of hermeneutics. Interpretive findings from this research revealed a range of responses experienced by learners from psychological harm, and that peer support was an effective strategy to navigate their distress. Psychological harm was described as having the potential to impact students’ engagement and learning in the debrief and clinical environment. Participants’ experiences highlighted increased hesitance to accept subsequent leadership roles during simulation and uncertainty relative to future career choices. This study emphasized that psychological harm in simulation may influence students’ experiential learning and future simulation experiences.

Please include a short summary of your presentation that highlights why an attendee would want to participate in your session.: The presenter will describe a research study conducted using Gadamer's philosophical hermeneutics to better understand undergraduate nursing students' experiences of psychological harm in simulation. Interpretive findings such as participants' diverse responses from psychological harm and potential implications to students' experiential learning and future simulation experiences will be highlighted.