Date Approved
4-27-2023
Embargo Period
5-1-2025
Document Type
Dissertation
Degree Name
Ed.D. Doctor of Education
Department
Educational Services and Leadership
College
College of Education
Advisor
Ane Turner Johnson, Ph.D.
Committee Member 1
Cecile Sam, Ph.D.
Committee Member 2
Karen Montalto, Ph.D.
Keywords
Grounded Theory, Prelicensure Nursing Education, Psychological Safety, Situational Analysis
Subject(s)
Nursing--Study and teaching (Associate degree)
Disciplines
Educational Leadership | Nursing
Abstract
The purpose of the qualitative situational analysis was to explore the interconnectedness of human and non-human elements that shape psychological safety in the associate degree nursing classroom learning environment. Using grounded theory methods together with situational analysis, specifically situational mapping, a theory of psychological safety in the nursing classroom emerged from the data. The data highlighted several theoretical categories that capture how faculty use various elements to construct psychological safety in the classroom. From the data emerged the theory that nurse faculty connect their nurse identities to the elements when building psychological safety into the classroom learning environment. Implications for further research along with specific strategies faculty can use in the classroom when building psychological safety are also included.
Recommended Citation
Beard, Lori Beth, "MAPPING PSYCHOLOGICAL SAFETY IN THE NURSING CLASSROOM: A SITUATIONAL ANALYSIS" (2023). Theses and Dissertations. 3096.
https://rdw.rowan.edu/etd/3096
