Creating Safe Spaces for Emotional Regulation in Nursing Education
Presentation
Overview
Overview
Description
Objectives: Describe the prevalence and drivers of emotional dysregulation among prelicensure nursing students during simulation-based education (SBE) Explain Gross's (1998) Process Model of Emotion Regulation and its five stages as applied to the SBE environment Summarize quantitative and qualitative findings from a 55-student survey on psychological safety and stress in simulation and skills check-off contexts Describe the development and design of the PAUSE Room as a student-centered emotion-regulation intervention Discuss implications, limitations, and future directions for this line of scholarship
