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<p>Simulation-based training is a&#xa0;core component of undergraduate, postgraduate, and continuing education in emergency and acute care medicine. It provides a&#xa0;protected environment in which rare events, challenging clinical situations, and new workflows or algorithms can be practiced in an interprofessional setting, while strengthening teamwork and rehearsing critical decision-making under realistic conditions. Within this context, the concept of psychological safety has gained increasing attention. From the perspective of simulation instructors, this article explores how psychological safety can be deliberately fostered, with a&#xa0;particular focus on neuropsychological foundations, practical implementation during training and debriefing, and the transfer of these principles into everyday clinical practice. The article highlights that psychological safety is not a&#xa0;static state, but a&#xa0;dynamic process requiring ongoing attention, reflection, and intentional design—within simulation-based education, in real-world clinical care, and among the instructor team itself.</p>

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Psychologische Sicherheit ermöglichen und erhalten – Emotionsregulation und Lernkultur in Simulation, Debriefing und klinischem Alltag

  • 期刊论文

  • 发表日期：

    2026年1月15日

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  • Bastian Grande,
  • M. Kolbe

摘要

Simulation-based training is a core component of undergraduate, postgraduate, and continuing education in emergency and acute care medicine. It provides a protected environment in which rare events, challenging clinical situations, and new workflows or algorithms can be practiced in an interprofessional setting, while strengthening teamwork and rehearsing critical decision-making under realistic conditions. Within this context, the concept of psychological safety has gained increasing attention. From the perspective of simulation instructors, this article explores how psychological safety can be deliberately fostered, with a particular focus on neuropsychological foundations, practical implementation during training and debriefing, and the transfer of these principles into everyday clinical practice. The article highlights that psychological safety is not a static state, but a dynamic process requiring ongoing attention, reflection, and intentional design—within simulation-based education, in real-world clinical care, and among the instructor team itself.