Bridging self-confidence and learning flow: The role of psychological safety in high-fidelity simulation education

Self-confidence, psychological safety, and learning flow are key factors in high-fidelity simulation (HFS) education. While their individual effects on learning outcomes have been explored, the mediating role of psychological safety in the relationship between self-confidence and learning flow remai...

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Bibliographic Details
Published in:Nurse education today Vol. 154; p. 106837
Main Authors: Lee, Soon-Hee, Yang, In-Suk
Format: Journal Article
Language:English
Published: Scotland Elsevier Ltd 01.11.2025
Subjects:
Adult
Cross-Sectional Studies
Education
Education, Nursing, Baccalaureate - methods
Female
High fidelity simulation training
High Fidelity Simulation Training - methods
Humans
Learning
Male
Nursing
Psychological Safety
Republic of Korea
Self Concept
Simulation Training - methods
Stakeholder participation
Students, Nursing - psychology
Surveys and Questionnaires
Young Adult
Republic of Korea
Psychological safety
High fidelity simulation training
Nursing
Self concept
Education
Stakeholder participation
ISSN:0260-6917, 1532-2793, 1532-2793
Online Access:Get full text
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Summary:Self-confidence, psychological safety, and learning flow are key factors in high-fidelity simulation (HFS) education. While their individual effects on learning outcomes have been explored, the mediating role of psychological safety in the relationship between self-confidence and learning flow remains unclear. This study examines whether psychological safety mediates the relationship between self-confidence and learning flow in nursing students undergoing HFS education. A descriptive cross-sectional study was conducted with 149 nursing students from three South Korean universities. Data were collected via a web-based survey, and mediation analysis was performed using Baron and Kenny's method, with significance confirmed by the Sobel test. Self-confidence was positively correlated with psychological safety (r = 0.265, p = .001) and learning flow (r = 0.523, p < .001). Psychological safety also showed a significant positive correlation with learning flow (r = 0.395, p < .001). Mediation analysis confirmed that psychological safety partially mediated the effect of self-confidence on learning flow (Sobel test: Z = 1.977, p = .048). The effect size of the mediation effect was small but meaningful (κ2 = 0.026), indicating that psychological safety plays a significant role in enhancing the relationship between self-confidence and learning flow. Psychological safety enhances the positive impact of self-confidence on learning flow. Nursing educators should foster psychologically safe learning environments to maximize students' engagement and learning outcomes in HFS education. •Academic achievement, competencies, and HFS experience related to learning flow.•Confidence directly and indirectly affects flow through psychological safety.•Psychological safety partially mediates between confidence and flow.•Enhancing psychological safety can boost student engagement in HFS.
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ISSN:0260-6917
1532-2793
1532-2793
DOI:10.1016/j.nedt.2025.106837