The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing
Abstract
Summary statement: In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a "fiction contract" with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners' engagement.
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Cites
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“How and if performance in the simulation bears on the learner’s advancement in a training program, licensure process, or maintenance of certification are likely to influence the climate of the debriefing because many learners feel that summative or formal evaluation is a threat rather than an aid.(49,52) Thus, trust c…”
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Cited by
Eppich, W., & Cheng, A. (2015) · Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000072 · Cited by 1,106
Healthcare Simulation Standards of Best PracticeTM Simulation Design
Watts, P. I., McDermott, D. S., Alinier, G., Charnetski, M., Ludlow, J., Horsley, E., Meakim, C., & Nawathe, P. A. (2021) · Clinical Simulation in Nursing · doi:10.1016/j.ecns.2021.08.009 · Cited by 731
Cognitive Load Theory for the Design of Medical Simulations
Fraser, K. L., Ayres, P., & Sweller, J. (2015) · Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare · doi:10.1097/sih.0000000000000097 · Cited by 306
Dong, C., Altshuler, L., Ban, N., Wong, L. Y., Mohammed, F. E. A., Tang, C. T., & Kachur, E. (2025) · Frontiers in Medicine · doi:10.3389/fmed.2024.1508992 · Cited by 41
Svendsen, B. T., Petersen, L. F., Skjelsager, A., Lippert, A., & Østergaard, D. (2024) · Advances in Simulation · doi:10.1186/s41077-024-00303-5 · Cited by 27
“The metaphor of a “safe container” for learning was introduced for learning in briefings before simulations but is just as important for debriefing and feedback [33, 34].”
Background
Metadata
- Authors
- Rudolph, J. W., Raemer, D. B., & Simon, R.
- Venue
- Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare
- Published
- 2014-12
- Volume
- 9
- Issue
- 6
- Pages
- 339-349
- ISSN
- 1559-2332 (ISSN-L)
- OpenAlex
- W2330789089
- Cited by
- 915
- References
- 70
- FWCI
- 20.02
- Type
- journal article
- Language
- en
- Open access
- closed
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- Rudolph, J. W., Raemer, D. B., & Simon, R. (2014). Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. https://doi.org/10.1097/sih.0000000000000047
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
