Embracing discomfort and vulnerability: cultivating brave learning spaces within simulation-based nursing education

Abstract

Evolving evaluation methods and the changing pedagogical landscape of nursing education offer the opportunity to re-examine learning spaces in simulation. Psychological safety is an established standard within simulation-based experiences; however, limiting learning spaces exclusively within the construct of safety competes with shifting pedagogical practices in simulation within pre-licensure nursing programmes. Conflations of safety and comfort are pervasive in higher education. Shifting language from a place of safety towards one of courage and bravery holds the potential to better promote learning environments which foster agency and meaningful growth when discomfort is experienced. Brave learning spaces recognize discomfort and vulnerability as an essential component of learning and transformation, while also aligning with key principles of psychological safety to optimize learning experiences. Discourse exploring alternatives to safe learning spaces in simulation is notably absent in the current nursing simulation literature propelling the need for this discussion.