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The #metoo movement prompted many librarians to self-disclose accounts of sexual harassment within their workplaces. In 2022, we used the validated Sexual Experiences Questionnaire to survey people who had recently worked in public libraries in order to measure the prevalence of sexual harassment within the field. A very high percentage of respondents stated they had experienced inappropriate behaviors from coworkers, patrons, and/or board of trustees. Nearly a quarter also shared qualitative comments which revealed a lack of psychological safety for those working in public libraries. [ABSTRACT FROM AUTHOR]

The psychological safety of health care workers is an important but often overlooked aspect of the rising rates of burnout and workforce shortages. In addition, mental health conditions are prevalent among health care workers, but the associated stigma is a significant barrier to accessing adequate care. More efforts are therefore needed to foster health care work environments that are safe and supportive of self-care. The purpose of this brief document is to promote a culture of psychological safety in health care organizations. We review ways in which organizations can create a psychologically safe workplace, the benefits of a psychologically safe workplace, and strategies to promote mental health and reduce suicide risk. [ABSTRACT FROM AUTHOR]

Purpose: Few studies have investigated how high-risk domestic and family violence perpetrators threaten staff, how organizations support staff, and whether communities of practice improve service coordination and the safety of workers and the families they serve. The purpose of this article is to explore worker safety among practitioners involved in high-risk domestic and family violence and child protection cases. Methods: Participatory action research methodology was used to investigate and develop cross-sectoral workforce capacity at the intersection of domestic and family violence and child protection practice. This study, based in Queensland, Australia, drew on a subset of data from a larger study of communities of practice. Participants were 15 senior practitioners and team leaders from child protection, women's and men's domestic violence services, family support, and justice services. Data were collected in 2018. Data sources included ethnographic notes and transcripts from communities of practice and focus groups. Data were qualitatively analyzed. Results: Five key themes emerged in the findings: risks to workers associated with the physical environment; advances in perpetrators' use of technology; failings in police responses and the judicial system; a parallel process between workers' and women's responses to threats to their physical and psychological safety; and strategies for improving safety when working with high risk perpetrators of domestic and family violence. Conclusions: Improving the physical and psychological safety of workers in high-risk domestic and family violence and child protection cases requires moving beyond intra-organizational policies and practices and addressing the inter-sectoral and systemic factors that increase risk and reduce safety for child and adult victim/survivors and workers. [ABSTRACT FROM AUTHOR]

Introduction: In the rapidly evolving healthcare landscape, the capacity to foster innovative work behavior among nurses is increasingly important. This study examined the dynamics between inclusive leadership, psychological safety, collectivism, and innovative work behavior among nurses. Design: The study used a cross‐sectional, correlational design. Methods: This study utilized data from 730 medical‐surgical nurses who provided direct care to patients. Standardized instruments were used to assess key study variables. Statistical analyses, including moderated mediation regressions, were employed to investigate the complex interplay among these variables. Results: We found a positive association between inclusive leadership and innovative work behavior, and psychological safety mediated this relationship. Collectivism moderated inclusive leadership's direct relationship with psychological safety and its indirect relationship with innovative work behavior. The results revealed that nurses with lower levels of collectivism were more responsive to their managers' inclusive behaviors, strengthening the relation between inclusive leadership, psychological safety, and innovative work behavior. Conclusion: Our findings suggest that promoting inclusive leadership behaviors among nurse managers to create a psychologically safe environment can motivate nurses to engage in innovative work behavior. However, it is also important to understand that the effectiveness of leadership may differ depending on the collectivist values of individual nurses. Clinical Relevance: Nurse managers should adopt inclusive leadership behaviors, such as valuing trust, open communication, and diversity, in order to foster psychological safety and innovative work behavior among nurses. [ABSTRACT FROM AUTHOR]

Background: An Utstein style meeting of key stakeholders from the existing collaboration surrounding post‐graduate training was arranged to set a direction for continuing professional development (CPD) of anesthesiologists in Denmark. A 2‐day meeting was planned to guide discussions about competencies in anesthesiology, facilitate the development of a blueprint for a portfolio‐based CPD program and provide examples of how a portfolio can be used in practice. Methods: The meeting agenda was based on an adaptation of Kern's six‐step approach to curriculum development. Twenty‐four participants from the university hospitals in Denmark were invited. Prior to the meeting participants were informed of the objectives and the Utstein style process. Results: Participants acknowledged a need for a more structured approach to CPD, preferably within the current organizational set up at the departmental level, and with a portfolio‐based, individualized curriculum. It was recognized that CPD should contain an array of possibilities to accommodate needs and wants of both the individual and the department. It was emphasized that, while anesthesiologists are used to give feedback to trainees, many are less familiar in providing the same to peers, and psychological safety was identified as a prerequisite to support a culture where specialists can reflect openly on each other's performance. Conclusion: The results provide an insight into the attitudes, opportunities, and challenges of anesthesiologists in relation to continuing professional development in Denmark. Generally, participant suggestions are in line with the shift in medical education toward workplace‐based learning, feedback and lifelong learning. [ABSTRACT FROM AUTHOR]

Background: Though graduate medical education (GME) residency training provides positive experiences for many trainees, it may also result in major stressors and negative experiences, particularly for those requiring remediation. Residents requiring remediation may experience feelings of dismay, shame and guilt that can negatively affect their training, self‐efficacy and their medical careers. Power differentials between educators and residents may set the stage for epistemic injustice, which is injustice resulting from the silencing or dismissing a speaker based on identity prejudice. This can lead to decreased willingness of trainees to engage with learning. There is a paucity of literature that explores GME experiences of remediation from the resident perspective. Objective: To synthesise the narratives of physician experiences of remediation during residency through the lens of epistemic injustice. Methods: Between January and July 2022, we interviewed US physicians who self‐identified as having experienced remediation during residency. They shared events that led to remediation, personal perspectives and emotions about the process and resulting outcomes. Interviews were analysed using narrative analysis with attention to instances of epistemic injustice. Results: We interviewed 10 participants from diverse backgrounds, specialties and institutions. All participants described contextual factors that likely contributed to their remediation: (1) previous academic difficulty/nontraditional path into medicine, (2) medical disability or (3) minoritised race, gender or sexual identity. Participants felt that these backgrounds made them more vulnerable in their programmes despite attempts to express their needs. Participants reported instances of deflated credibility and epistemic injustices with important effects. Conclusions: Participant narratives highlighted that deep power and epistemic imbalances between learners and educators can imperil GME trainees' psychological safety, resulting in instances of professional and personal harm. Our study suggests applying an existing framework to help programme directors (PDs) approach remediation with epistemic humility. Epistemic injustice is revealed through narratives of remediated GME residents in this qualitative study authored by Percival, Maggio, Wyatt and Martin. [ABSTRACT FROM AUTHOR]

The objective of this study was to enhance understanding of team functioning in a neurorehabilitation team by identifying the factors that impede and facilitate effective interprofessional team collaboration. We focused on team identification, psychological safety, and team learning, and conducted the research at a neurorehabilitation center treating young patients with severe acquired brain injury in the Netherlands. A mixed-methods approach was employed, integrating quantitative data from questionnaires (N = 40) with qualitative insights from a focus group (n = 6) and in-depth interviews (n = 5) to provide a comprehensive perspective on team dynamics. Findings revealed strong team identification among participants, denoting a shared sense of belonging and commitment. However, limited psychological safety was observed, which negatively affected constructive conflict and team learning. Qualitative analysis further identified deficiencies in shared mental models, especially in shared decision-making and integrated care. These results highlight the crucial role of psychological safety in team learning and the development of shared mental models in neurorehabilitation settings. Although specific to neurorehabilitation, the insights gained may be applicable to enhancing team collaboration in various healthcare environments. The study forms a basis for future research to investigate the impact of improvements in team functioning on patient outcomes in similar settings. [ABSTRACT FROM AUTHOR]

Background Purpose Methods Findings Conclusions Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project‐based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy.This study delves into first‐year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course.Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict.At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict.Our study underscores the intertwined nature of psychological safety and conflict in shaping the first‐year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts. [ABSTRACT FROM AUTHOR]

This article explores the affective connotations and emotive implications of archiving in extraordinary times. It examines how ‘rapid response collecting,’ the practice of documenting crises, upheavals, and tragedies during their unfolding or in their immediate aftermath, is felt through an affect-centric examination of COVID-19 collecting in the UK archives sector. An anonymous, online survey of archivists involved in documenting the pandemic was conducted — the first empirical study of archives workers’ experiences of rapid response collecting — to assess emotional reactions and perceptions of wellbeing whilst undertaking rapid response collecting initiatives. Emergent themes surfaced by analysing the qualitative and quantitative data related to the idiosyncrasy of emotive potentiality, the influence of support and training in mitigating adverse psychological effects, and the current lack of fully embedded trauma-informed approaches in rapid response collecting efforts. Whilst acknowledging the particularities of COVID-19 collecting and the small scale of the study, this research indicates that educators, scholars, and professional bodies need to do more to prepare practitioners for the role emotions can play in rapid response collecting. It ultimately contends that a trauma-informed approach is essential if we are to protect the psychological safety of all in future rapid response collecting endeavours. [ABSTRACT FROM AUTHOR]

Background: Patient-centred measurement (PCM) emphasizes a holistic approach wherein the voices of patients are reflected in the standardized use of patient-reported outcome and experience measures and are represented throughout the continuum of measurement activities. Given the challenges of routinely integrating patient self-reports into clinical care decisions, the perspectives of all healthcare system stakeholders, especially patients, is necessary to advance the science of PCM. The purpose of the analysis we report on here was to identify patient-driven research priorities for advancing the science of PCM. Methods: We analyzed data from seven focus groups that were conducted across British Columbia, Canada and that included a total of 73 patients, using qualitative inductive analysis and constant comparative methods. Results: We found that the patients conveyed a desire for PCM to contribute to healthcare decisions, specifically that their individual healthcare needs and related priorities as they see them are always front and centre, guiding all healthcare interactions. The patients' commentaries highlighted intersecting priorities for research on advancing the science of PCM that would help transform care by (1) enhancing the patient-provider relationship, (2) giving voice to patients' stories, (3) addressing inclusivity, (4) ensuring psychological safety, (5) improving healthcare services and systems to better meet patient needs, and (6) bolstering healthcare system accountability. Conclusions: These priorities provide direction for future research efforts that would be positioned to make progress towards better health, better care, and better use of resources for individuals and for society. [ABSTRACT FROM AUTHOR]

To address our climate emergency, "we must rapidly, radically reshape society"—Johnson & Wilkinson, All We Can Save. In science, reshaping requires formidable technical (cloud, coding, reproducibility) and cultural shifts (mindsets, hybrid collaboration, inclusion). We are a group of cross‐government and academic scientists that are exploring better ways of working and not being too entrenched in our bureaucracies to do better science, support colleagues, and change the culture at our organizations. We share much‐needed success stories and action for what we can all do to reshape science as part of the Open Science movement and 2023 Year of Open Science. [ABSTRACT FROM AUTHOR]

Phubbing—i.e. excluding and ignoring others through smartphone use—is a pervasive phenomenon. Yet, a comprehensive understanding of its consequences is still lacking. This systematic meta-analytic review aimed to (1) synthesize the associations between being phubbed and emotional and cognitive, social, and behavioural well-being, (2) test the strength of these associations, and (3) investigate moderating influences. Literature searches according to PRISMA-guidelines yielded k = 83 included studies. Random-effects meta-analyses were conducted for 24 of 72 extracted consequences. Subgroup analyses were performed for phubbees' relationship to interlocutors, age group, and study design. The overall sample was N = 53,916 with a mean age of 19.68 years. Being phubbed was moderately to strongly (e.g. $\hat{{\rm \rho }}$ ρ ˆ =.23–.75) associated with various adverse consequences (e.g. depression, relationship dissatisfaction, derogation of interlocutors, smartphone addiction). Effects were larger for adolescents than for adults. The findings are in line with existing theoretical assumptions (e.g. the temporal need-threat model of ostracism) corroborating that phubbing is a detrimental experience. Thus, phubbing appears to be a public health issue which should be addressed through suitable interventions in order to enhance healthy human-human and human-technology interactions. [ABSTRACT FROM AUTHOR]

Drawing on the relational and uncertainty models of justice, this research investigates the consequences of daily overall team justice perceptions on employees' daily psychological strain. Specifically, we examine daily psychological safety as a mediator of the relationship between daily overall team justice evaluations and daily psychological strain. We also argue that daily overall supervisor justice moderates this mediated relationship. Using a daily diary study over 10 consecutive working days, our results confirm that daily team justice reduces employees' daily psychological strain. In addition, our findings provide evidence that daily psychological safety mediates the effects of daily justice perceptions on daily psychological strain. Results also show that the relationship between daily overall team justice and daily psychological safety is moderated by overall supervisor justice, thereby complementing the target similarity model. [ABSTRACT FROM AUTHOR]

Counselors‐in‐training require continuous opportunities to reflect on strengths and growing edges. Applying experiential learning theory and the Promoting Excellence and Reflective Learning in Simulation debriefing framework could optimize learning and provide counselor educators with a roadmap to develop a reflective practice within the context of counseling. Psychological safety and cultural considerations are also discussed. [ABSTRACT FROM AUTHOR]

Leader affective presence, the tendency of leaders to consistently evoke feelings in team members, has gained prominence in the context of leadership and teamwork. However, prior research lacks a comprehensive theoretical framework, focuses on limited team processes, and relies mainly on cross sectional designs to study this construct. Building upon theories of the social functions of affect, this study examines the relationship between leaders' affective presence and team member behaviour, specifically focusing on team proactive problem prevention and examining whether this relationship is mediated by team psychological safety. Using a two‐wave panel model with 504 professionals in 134 teams, our findings revealed that positive leader affective presence, characterized by instilling enthusiasm, joy and inspiration among team members, was positively associated with perceptions of team psychological safety. In turn, team psychological safety was positively related to leaders' assessments of proactive problem prevention. Interestingly, negative leader affective presence, which triggers worry, tension and stress, was not related to team psychological safety but was positively associated with team proactive problem prevention. These results highlight the importance of leader affective presence in shaping emergent team states and team member behaviour. Researchers and practitioners should thus consider these insights when assessing and intervening in leadership and teamwork processes in organizations. [ABSTRACT FROM AUTHOR]

Objective: The ability to lead change is well recognised as a core leadership competency for clinicians, including emergency physicians. However, little is known about how emergency physicians' think about change leadership. The present study explores Australasian emergency physicians' beliefs about the factors that help and hinder efforts to lead change in Australasian EDs. Methods: An online modified Delphi study was conducted with 19 Fellows of the Australasian College for Emergency Medicine. To structure the process, participants were sorted into four panels. Using a three‐phase Delphi process, participants were guided through a process of brainstorming, narrowing down and ranking the factors that help and hinder attempts to lead change. Reflexive thematic analysis was used to code and interpret the qualitative data set emerging from participants' responses through the final ranking phase. Results: A wide array of self‐, ED‐ and hospital‐related enablers and barriers of leading change were identified, the relative importance of which varied as a function of panel. Five core themes characterised emergency physicians' conceptions of change leadership in hospitals: challenging environments of competing interests and tribalism; need for trust and psychological safety to sustain collaboration; challenges of navigating complex hierarchies; need to garner executive leadership support and; need to maintain a growth mindset and motivation to practice change leadership. Conclusion: The findings of our study provide new insight into emergency physicians' conceptions of the nature, barriers to and enablers of change and point to new directions in leadership development to support emergency physicians' aspirations in the context of quality, organisation and health systems improvement. [ABSTRACT FROM AUTHOR]

A scholarly discourse exists among researchers regarding whether religiosity primarily represents credulity or the capacity for critical thinking. Numerous studies within the realm of psychology, for instance, delve into this inquiry within the framework of risk assessment among both religious adherents and nonbelievers. Nevertheless, there is a notable lack of comprehensive exploration encompassing theological, philosophical, and social safety science perspectives that encapsulate the entirety of religious phenomena. This paper seeks to address this gap by examining various forms of religious thought and activities that contribute to cognitive safety. The analysis scrutinizes the development of such cognitive attitudes and elucidates the manifestation of religiosity in the context of well-being, ultimately informing pastoral programs. [ABSTRACT FROM AUTHOR]

Psychological safety is a psychosocial construct that reflects an individual's perception of social risk in the work environment, and is related to employee performance and well‐being, including job satisfaction and burnout. Psychological safety remains relatively understudied among educators, including its patterns over time and relationships with other aspects of the school environment. This study explored patterns of psychological safety over 4 years among 769 staff at 20 rural K‐12 schools, before and during the COVID‐19 pandemic, and the associations of these patterns with work‐associated well‐being and organizational context outcomes. Repeated measures latent profile analyses identified a 3‐class solution of stable‐high (51.0%), stable‐medium (44.8%), and dynamic‐low (4.2%) psychological safety classes. Those in the stable‐high class had consistently better outcomes, including less burnout and greater self‐efficacy, and better perceived organizational context and climate, compared to other classes. Among educators, psychological safety is generally stable, and reliably differentiates other important outcomes. Interventions fostering greater psychological safety may improve perceptions of the school environment and reduce burnout. Practitioner points: Psychological safety varies among educators, but is typically stable over time.Greater psychological safety is consistently associated with greater perceived supports and lower burnout.Interventions to improve psychological safety among educators may improve their resilience to stress in the workplace. [ABSTRACT FROM AUTHOR]

Spinal multidisciplinary teams (MDTs) are now standard of care for complex patient management in tertiary spinal units. This study investigates whether a scheduling proforma, and cultural change to the team that promotes psychological safety, can improve spinal MDT effectiveness for team members and patients. Retrospective cohort study including 165 spinal MDT patients before and after intervention. The intervention was use of a scheduling proforma and team learning to promote a culture of psychological safety. Data on accident and emergency (A&E) attendances, unplanned emergency admissions and post-operative 30-day readmissions were collected. At the team level, data were collected from 16 MDT participants using the MDT Observational Assessment Rating Scale (MDT-OARS), which measures MDT effectiveness. Pre-intervention MDT-OARS was 28. Analysis of 80 patients demonstrated there were six A&E attendances, three unplanned emergency admissions and four post-operative 30-day re-admissions. Post-intervention MDT-OARS was 38 (p < 0.05). Analysis of 85 patients demonstrated there were three A&E attendances, one unplanned emergency admission and one post-operative re-admission. Team culture that promotes psychological safety, along with use of a scheduling proforma, can improve MDT effectiveness for participants in spinal MDTs. [ABSTRACT FROM AUTHOR]

Authentic assessments are designed to evaluate knowledge and skills that are relevant for students' life beyond university, emphasising practical, applied skills. They offer an alternative to assessments that don't explicitly foster transferability of skills. The present study examined undergraduate student perceptions of authentic and traditional assessments (N = 150). We used a qualitative story completion methodology to examine three domains: student's emotional responses to authentic and traditional assessment forms, student's perceptions of how different assessment types may benefit their employability, and student's preferences for pedagogical support with authentic assessments. A qualitative content analysis revealed students generally perceive authentic, novel assessments to be exciting, motivating and inspirational; however, this was accompanied by feelings of uncertainty and unfamiliarity. More traditional assessments (e.g. essays and multiple-choice-question examinations) elicited feelings of comfort and preparedness, but students also felt worried, bored and unexcited by these assessments. Students appreciated creative freedom when lecturers set traditional assessments but would like more consideration of their feelings and need for support in authentic assessments. Hence, we argue, when advocating for authentic assessment, there is a balance to be struck between innovation and challenge, ensuring sufficient support for student's psychological safety and feelings of comfort. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Emotional abuse is the most common form of maltreatment in sports. However, due to the ignorance of the harmful effects and the hiding of this abuse in the shadow of success, less attention has been paid to it. In the present study, the researchers investigated the amount of emotional abuse and the subsequent feelings in young and adolescent athletes. The current research is cross-sectional with a mixed-methods approach, and 100 football players (adolescent = 59, young = 41) participated in the study. Qualitative, semi-structured interviews were used to collect data, which was analyzed and interpreted by grounded theory and SPSS software. Evidence demonstrated that 48% of all participants were emotionally abused by a coach during their sports career, such as humiliation and insults. While this maltreatment has been more common among young athletes, it has left far more short and long-term destructive effects, such as self-blame and loss of pride among adolescents. Based on the findings, we conclude that many athletes are exposed to emotional abuse, which has adverse consequences, especially in adolescence. Therefore, the awareness of athletes and coaches regarding maltreatment and its harmful effects can reduce the frequency of emotional abuse and maintain the psychological safety of athletes. [ABSTRACT FROM AUTHOR]

Groups often outperform individuals in problem-solving. Nevertheless, failure to critically evaluate ideas risks suboptimal outcomes through so-called groupthink. Prior studies have shown that people who hold shared goals, perspectives, or understanding of the environment show similar patterns of brain activity, which itself can be enhanced by consensus-building discussions. Whether shared arousal alone can predict collective decision-making outcomes, however, remains unknown. To address this gap, we computed interpersonal heart rate synchrony, a peripheral index of shared arousal associated with joint attention, empathic accuracy, and group cohesion, in 44 groups (n = 204) performing a collective decision-making task. The task required critical examination of all available information to override inferior, default options and make the right choice. Using multidimensional recurrence quantification analysis (MdRQA) and machine learning, we found that heart rate synchrony predicted the probability of groups reaching the correct consensus decision with>70% cross-validation accuracy-significantly higher than that predicted by the duration of discussions, subjective assessment of team function or baseline heart rates alone. We propose that heart rate synchrony during group discussion provides a biomarker of interpersonal engagement that facilitates adaptive learning and effective information sharing during collective decision-making. [ABSTRACT FROM AUTHOR]

Organised sport is increasingly recognised as a culturally acceptable site for mental health and wellbeing promotion. To date, however, there is limited knowledge pertaining to how exactly mental health and wellbeing is supported in such contexts. The present study aimed to provide insight into mental health and wellbeing promotion practices in Australian sports clubs. An online cross-sectional survey examined the current provision of mental health and wellbeing initiatives in sports clubs, barriers and motives to such promotional efforts, and perceptions of psychological safety within club environments. The survey was completed by 302 stakeholders of Australian sports clubs (Mage = 41.3 ± 15.7 years, 46.7% male). Fewer than half of stakeholders (47.7%) reported that their sports club had implemented initiatives to support mental health and wellbeing. Insufficient resources (e.g. knowledge, finances) were identified as the most prominent barrier to such promotional efforts. Sports clubs reported using various initiatives to promote mental health and wellbeing, although evidence-based resources (e.g. Ahead of the Game) were rarely implemented. Stakeholders in sports clubs that had implemented initiatives to support mental health and wellbeing perceived their club as a more mentally healthy environment and attained higher mental health literacy scores. Ongoing efforts to increase the utilisation of sports settings to support mental health and wellbeing are necessary. [ABSTRACT FROM AUTHOR]

AbstractExtant research has demonstrated the positive roles of workplace friendships and has recently found the negative effect or the double-edged effect on employees and organizations. Unfortunately, little is known about the boundary condition of the double-edged effects of workplace friendships and the elaborated understanding of the mechanism of positive and negative effects of workplace friendship simultaneously. Our purpose is to reveal that workplace friendship is a mixed blessing by investigating when and how workplace friendships are likely to promote versus inhibit voice behavior. We propose that the double-edged effect of workplace friendship hinges on the competitive climate. Specifically, when the competitive climate is low, workplace friendship is positively related to employees’ psychological safety, promoting voice behavior. In contrast, workplace friendship is positively related to employees’ face concern, inhibiting voice behavior when the competitive climate is high. Our hypotheses were supported across the three waves of surveys and experimental studies. Taken together, our findings reveal the perils and benefits of workplace friendship and the importance of boundary conditions resulting in employees’ differential psychological processes in friendship interaction. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to determine what is currently known about just culture's impact on nursing students' development of self-confidence with clinical judgment. BACKGROUND Graduates of nursing programs must execute sound nursing judgment to provide safe client care. METHOD The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guided the scoping review. The review elicited 1,411 sources and included 18 data sources. RESULTS Just culture was found to provide elements of trust, fairness, and psychological safety needed by nursing students to be self-confident in learning and executing clinical judgments that promote client safety. CONCLUSION Just culture promotes client safety in nursing education. Limited information exists on just culture's influence on student self-confidence with clinical judgment; more research is therefore required. [ABSTRACT FROM AUTHOR]

Sexual and gender minorities (SGMs) experience a higher mental health burden compared to their cisgender, heterosexual counterparts. Role models and mentors are important for wellbeing and development; however, little evidence exists exploring their impact on SGM people. This systematic scoping review identifies their association with mental and physical wellbeing. Eight databases (Medline, Embase, Cochrane CENTRAL, ERIC, Science Citation Index, Scopus, EPub and PsychInfo) were searched for eligible publications from 2000 to 2022. Two researchers identified studies, extracted data, completed quality appraisals using CASP checklists, and grouped data into outcomes relating to role model impact. From 501 citations, 12 studies (n = 1468 SGM people aged 15–63 years) were included. Positive role models and mentors encouraged identity acceptance through destigmatisation and positive affirmation, increased SGMs' psychological wellbeing through improved psychological safety and self-confidence and improved their sexual health knowledge. Potential role models and mentors displaying negative behaviours could cause stigmatisation, as well as reduce identity acceptance and psychological safety. Information regarding the perceived influence of role models and mentors on substance abuse and other physical health outcomes was limited. SGMs report greater benefits from relationships with others of shared minority status, providing incentives to match mentees with role models and mentors who share or empathise with their experiences of marginalization. [ABSTRACT FROM AUTHOR]

Aim: To investigate depression, anxiety, PTSD, and insomnia levels among Sudanese citizens during the 2023 Armed Forces conflict in Sudan. Methods: An online survey was distributed. It is composed of five parts, covering the following areas: (a) sociodemographic data; (b) depression assessment; (c) generalized anxiety disorder assessment; (d) post-traumatic stress disorder assessment; and (e) insomnia assessment. Statistical Package for Social Sciences version 27 was used for data analysis; frequency and percentage were used to describe the qualitative variables. The Pearson correlation coefficient and Chi-square test were used for correlation and association analysis; a p -value equal to or less than.05 was considered statistically significant. Results: The study included 221 participants, whose ages were 35.02 ± 11.83 years. Among the participants, 57.5% were female. The length of stay in the war zone was 39.29 ± 31.71 days. The sound of gunfire, bombs, or explosions was the most frequent war violence personally experienced by participants or their family members, friends, or acquaintances, in 203 (91.8%) and 221 (100%), respectively. Moderate-severe and severe depression were present in 25.3% and 62.0%, respectively. Moderate and severe anxiety were present in 36.2% and 52.9%, respectively. 58.8% had PTSD. Sub-threshold insomnia was present in 57.5%. There was a negative correlation between sex (female) and depression (correlation coefficient = −.183, p -value =.006), which indicates that depression is more likely to be in females. For PTSD, there was a negative correlation between age and PTSD (correlation coefficient = −.150, p -value = 0.026), which indicates that younger age groups were more likely to experience PTSD. Additionally, there was a negative correlation between marital status (married) and PTSD (correlation coefficient = −.175, p -value =.009), which indicates that married participants were more likely to experience PTSD. Conclusions: Exposure to war-related trauma can also lead to mental health issues. These findings emphasize the urgent need for proper mental health support and interventions in war-affected areas to address the prevalent mental disorders. [ABSTRACT FROM AUTHOR]

This document is a letter from the Executive Director of the journal Military Medicine, Dr. John Cho. The letter is dedicated to Vice Admiral (VADM) Michael L. Cowan, who served as the 34th Surgeon General of the US Navy and Chief, Bureau of Medicine and Surgery (BUMED), and as the AMSUS Executive Director and Chief Executive Officer (CEO). The letter highlights the impact that Admiral Cowan had on AMSUS and discusses the growth and success of the organization. It also shares some of the initiatives and pearls of wisdom that Admiral Cowan shared with Dr. Cho. The letter concludes with a tribute to Admiral Cowan and an invitation to read a forthcoming edition of the journal that will include a tribute to him. [Extracted from the article]

Leadership plays a crucial role in health care organizations, particularly in fostering effective teamwork amidst challenging circumstances. Here, we aim to provide a practical introduction for health care leaders seeking to cultivate effective teams in a post-COVID-19 era. We emphasize key factors such as psychological safety, team cohesion, effective communication channels, leveraging transitive memory systems, and embracing shared leadership principles. By integrating these insights into their practices, health care leaders can promote teamwork, enhance patient outcomes, and create a positive work environment. Here, we highlight the criticality of leadership in health care and offer actionable strategies for leaders to navigate complex situations and foster effective teamwork in their organizations. [ABSTRACT FROM AUTHOR]

Strengthening diversity, equity, and inclusion (DEI) is paramount to effectively meet the needs of an increasingly diverse workforce. In health care, this is compounded with the need for providers to deliver patient-centered care that respects a diversity of backgrounds, values, and beliefs. In this article, we examine the effect of leader inclusiveness on team outcomes including psychological safety (PS) and openness to diversity in health care. Furthermore, we use social identity theory to examine team engagement in DEI practices as a key mediator of the relationship between leader inclusiveness and these team outcomes. In doing so, we advance the literature in two ways. First, despite growing research that links leadership to psychological safety, we know little about the underlying mechanisms that translate leadership behaviors into a comfort speaking up. Additionally, while openness to diversity is recognized as critical in an increasingly diverse workforce, how to cultivate this openness in teams remains largely unexplored. Consistent with past research, we found that inclusive leadership was associated with greater psychological safety and openness to experience among employees. Drawing from social identity theory, we find evidence to support that one's identification with and desire to be a part of the work group, learning about and identifying more with teammates, and the opportunity to practice behaviors associated with psychological safety and openness have the power to change attitudes and views on safety and diversity. We offer practical guidance on how to support these DEI practices from the individual, team, and organizational level. [ABSTRACT FROM AUTHOR]

The disruption, trauma, and stressors brought by COVID-19 have increased recognition and normalization of workforce mental health needs. Objective: Given the importance of mental health and well-being assessments to employers' efforts to optimize employee health and well-being, this paper reviews mental health assessments that have utility in the workplace. Data Source: A review of publicly available mental health and well-being assessments was conducted with a primary focus on burnout, general mental health and well-being, loneliness, psychological safety, resilience, and stress. Inclusion Criteria: Assessments had to be validated for adult populations; available in English as a stand-alone tool; have utility in an employer setting; and not have a primary purpose of diagnosing a mental health condition. Data Extraction: All assessments were reviewed by a minimum of two expert reviewers to document number of questions, subscales, fee structure, international use, translations available, scoring/reporting, respondent (ie, employee or organization), and the target of the assessment (ie, mental health domain and organizational or individual level assessments. Data Synthesis & Results: Sixty-six assessments across the six focus areas met inclusion criteria, enabling employers to select assessments that meet their self-identified measurement needs. Conclusion: This review provides employers with resources that can help them understand their workforce's mental health and well-being status across multiple domains, which can serve as a needs assessment, facilitate strategic planning of mental health and well-being initiatives, and optimize evaluation efforts. [ABSTRACT FROM AUTHOR]

Over the past three decades, "lived experience" designated roles in mental health services in Australia have increased. However, the lived experience of staff in roles not designated in this way is often hidden or unacknowledged. This qualitative study included 33 participants employed in a range of roles at two Victorian mental health services, including 10 social workers. Interviews explored staff perspectives regarding the sharing of lived experience by staff with colleagues and supervisors. Concept analysis identified conflicting ways of thinking about lived experience, which influenced when and how staff shared and how they responded to sharing by other staff. These findings suggest the need to explicitly address the purpose and value of sharing lived experience in the mental health workplace, to better support staff and service users. Recommendations for social workers and their colleagues, working at all levels of the mental health system, are provided. IMPLICATIONS The perspectives and experiences of mental health service staff suggest room for improvement in the valuing and inclusion of staff with lived experience, which may have benefits for service-user experiences of support. Promoting the value of sharing lived experience to reflective-practice and service reform is consistent with core social work values and, thus, the responsibility of all social workers, supervisors, and educators. [ABSTRACT FROM AUTHOR]

The article discusses the evolution of 'just culture' in healthcare, highlighting the shift from 'no blame culture' to 'open and fair' culture, with recent terms like 'safety culture' and 'restorative just culture.' Topics include the emphasis on staff accountability, impact of statutory duty of candour on patient safety, and the debate around 'no-fault' compensation schemes, questioning if current approaches adequately consider patients' needs in fostering a truly just culture in healthcare.

Since the outbreak of COVID-19, mask-wearing has become a widespread phenomenon. Even after the pandemic, people continue to maintain the habit of wearing masks in their daily lives. While existing research has explored how mask-wearing can influence wearers' behavior in everyday life, its effects in the workplace have received less attention. Drawing on self-perception theory, this study examined the positive effect of mask-wearing in the workplace on wearers' voice behavior via psychological safety. An online experiment (N = 291) using a within-subject manipulation of wearing masks supported our hypotheses. This study uncovered the positive psychological and behavioral consequences of mask-wearing beyond its benefits in people's health conditions and everyday life. [ABSTRACT FROM AUTHOR]

Child welfare workers and organizations are the direct link between legislation and families, thus, key to service effectiveness. However, little is known about the role of organizational learning, risk tolerance, and psychological safety, especially in Canadian child welfare. The aim of this study is to identify senior leaders' perceptions of these constructs in the context of child welfare service delivery and family outcomes. This qualitative study included interviews with senior leaders (n= 8) from separate child welfare organizations in Ontario. Findings suggest that participants are constantly trying to address organizational learning through multiple strategies. Further, risk and risk tolerance are concepts at the core of child welfare work, but rarely explicitly discussed. Psychological safety is not embedded in discussions similar to learning and risk. Research exploring workers and supervisors' perspectives and research that examines the link between these concepts and family outcomes are required. [ABSTRACT FROM AUTHOR]

In health care, transforming individuals with diverse skills into an effective, cohesive team is fundamental to delivering and advancing patient care. All teams, however, are not created the same. Psychological safety has emerged as a critical feature of high-performing teams across many industries, including health care. It facilitates patient safety, quality improvement, learning, and innovation. This review presents an overview of psychological safety in medicine, describing its impact on learning, patient safety, and quality improvement. The review also explores interventions and essential leadership behaviors that foster psychological safety in teams. [ABSTRACT FROM AUTHOR]

This article briefly introduces the concept of psychological safety as primarily conceptualised by Amy C. Edmondson. With Edmondson it is argued that psychological safety clearly has a positive and lasting impact on organisational culture. In a psychologically safe organisation employees are encouraged to actively participate in the design of work processes to overcome the so-called "epidemic of silence". In practice, this is primarily achieved by destigmatising mistakes and failure. Instead of promoting a culture of blaming, psychologically safe organisations perceive mistakes and failure as opportunities for organisational learning experiences. As a result, a positive culture of mistakes is created which in the end contributes to the continuous development of the organisation and its people. [ABSTRACT FROM AUTHOR]

Objective: Clinician's experiences of providing care are identified as a key outcome associated with value-based healthcare (VBHC). In contrast to patient-reported experience measures, measurement tools to capture clinician's experiences in relation to VBHC initiatives have received limited attention to date. Progressing from an initial 18-item clinician experience measure (CEM), we sought to develop and evaluate the reliability of a set of 10 core clinician experience measure items in the CEM-10. Methods: A multi-method project was conducted using a consensus workshop with clinicians from a range of NSW Health local health districts to reduce the 18-item CEM to a short form 10-item core clinician experience measure (CEM-10). The CEM-10 was deployed with clinicians providing diabetes care, care for older adults and virtual care across all districts and care settings of New South Wales, Australia. Psychometric analysis was used to determine the internal consistency of the tool and its suitability for diverse clinical contexts. Results: Consensus building sessions led to a rationalised 10-item tool, retaining the four domains of psychological safety (two items), quality of care (three items), clinician engagement (three items) and interprofessional collaboration (two items). Data from four clinician cohorts (n = 1029) demonstrated that the CEM-10 four-factor model produced a good fit to the data and high levels of reliability, with factor loadings ranging from 0.77 to 0.92, with Cronbach's alpha (range: 0.79–0.90) and composite reliability (range: 0.80–0.92). Conclusions: The CEM-10 provides a core set of common clinician experience measurement items that can be used to compare clinician's experiences of providing care between and within cohorts. The CEM-10 may be supported by additional items relevant to particular initiatives when evaluating VBHC outcomes. What is known about the topic? Clinician experience of providing care is an outcome of interest for health systems and services internationally who are implementing value-based care initiatives. Review evidence indicates that measurement of clinician's experience of providing care should address experiences of being able to deliver quality care, collaborate with colleagues, experience psychological safety and engagement in decision-making in the workplace. What does this paper add? The paper reports the development of the short form clinician experience measure (CEM-10) and its initial validation in four value-based healthcare initiatives of NSW Health. What are the practical implications for practitioners? The CEM-10 can be used as a core set of items embedded within evaluations of value-based care initiatives to benchmark and examine experiences across clinician cohorts. This article belongs to the Special Issue: Value-based Healthcare. [ABSTRACT FROM AUTHOR]

Background: Volunteering is a form of prosocial behaviour that has a been recognised as having positive benefits for medical students. However, there is a lack of research on what influences students to volunteer during and after weather‐related disasters. Our study (1) explores factors related to medical students' willingness and readiness to volunteer, and (2) describes mental health impacts of the flood events on students. Methods: We conducted a mixed‐methods study of medical students on rural clinical placements in a regional area of Australia, 2 to 6 weeks after two major flooding events in 2022. Data were collected through survey and focus groups. Summary statistics were generated from the survey data, and Fisher's exact test was used to determine associations between student experience of the flood and self‐rated well‐being. Qualitative data were deductively analysed using Byrne and colleagues' theory of prosocial behaviour during an emergency. Results: The 36 students who participated in focus groups (including the 34 who completed the survey) (response rates 84% and 79%, respectively) demonstrated high levels of prosocial behaviours and were willing to volunteer. A sense of moral obligation was the primary reason for volunteering, whereas concerns for their physical and psychological safety, and missing key aspects of their training, were the strongest reasons for not continuing to volunteer. Students reported personal stress, anxiety and trauma during this period, with significant associations between self‐rated impacts on their well‐being and feelings of being terrified, helpless and hopeless during the flooding events and of still being distressed weeks later (p <.05). Conclusions: This study expands on prosocial behaviour theory by applying Byrne and colleagues elaborated model in the context of medical student volunteering during the 2022 major flooding events in Australia. Modifiable barriers to prosocial behaviour are identified along with proposed strategies to address these barriers. As the climate warms, we can expect an increase in the intensity and frequency of weather‐related disasters. Here @JodieBailie1 et al. explore how medical students are well placed to support communities in their response to such events. [ABSTRACT FROM AUTHOR]

Innovative Learning Environments (ILEs) are characterised by features that can create hypervisibility, and hyperstimulation, that raise psychological safety issues. However, there is a lack of research in the field of ILEs that addresses these complexities especially for students with additional learning needs. This case study draws on interview data with staff and students in a special education setting within an Australian ILE. Results map three aspects of design that have implications for the psychological safety. Findings are presented as a set of indicators that educators and designers can use to assist in their planning for inclusive spaces in ILE. [ABSTRACT FROM AUTHOR]

Background: The clinical learning environment (CLE) is a key focus of the Accreditation Council of Graduate Medical Education. It impacts knowledge acquisition and professional development. A previous single‐center study evaluated the psychological safety and perceived organizational support of the CLE across different specialties. Building on this work, we explored and evaluated psychological safety and perceived organizational support across multiple heterogeneous emergency medicine (EM) residencies to identify trends and factors affecting perceptions of the CLE. Methods: Using the Psychological Safety Scale (PSS) and Survey of Perceived Organizational Support (SPOS), residents from seven U.S. EM residencies were surveyed using REDCap software from September through November 2021, with 300 potential respondents. As an adjunct to these surveys, three open‐ended questions were included regarding features of their learning environments. Results: A total of 137 out of 300 residents completed the survey. The overall response rate was 45.7%. There was a variable response rate across programs (26.0%–96.7%). Pooled results demonstrate an overall positive perception of CLEs, based on positive mean responses (i.e., "Members of my department are able to bring up problems and tough issue" had a mean of 4.2 on a 5‐point Likert scale). Open responses identified teaching, collegiality, and support from program leadership as supportive features of the CLE. Confrontational interdisciplinary communication, a sense of being devalued, and off‐service rotations were identified as threats or areas for improvement to the CLE. Conclusions: PSS and SPOS scores were generally positive in this multi‐institution study, consistent with the prior single‐institution study indicating that EM is often considered psychologically safe and supportive. EM training programs can consider using the PSS/SPOS to audit their own programs to identify areas for improvement and foster supportive features already in place. [ABSTRACT FROM AUTHOR]

Individuals in the early stages of dementia often endure elevated levels of stress and anxiety, which can hinder their ability to adapt to the progression of dementia. To mitigate the negative impacts of dementia more effectively, it is necessary to explore the trajectory of the adaptation process of persons living with dementia. This study aimed to construct a theoretical framework for the adaptation process of individuals in the early stages of dementia. Participants were dyads of persons diagnosed with mild dementia or mild cognitive impairment (≥ 60 years of age) and their primary family caregivers. This longitudinal study used a grounded theory approach to explore the adaptation trajectory changes in persons with mild dementia over a 3‐year period. Data were collected from dyads with face‐to‐face interviews. Analysis of the interview data revealed the core category was 'Coexisting with anomie: Progressive disappointment and striving', which was comprised of three categories: awareness of alienation, unsettled feelings, and restorative avoidance coping. Categories changed depending on levels of cognition and constituted progressive and cyclical dynamic processes. Four contextual factors positively or negatively influenced adaptation: level of insight about dementia, personal traits, caregiving style of the caregiver, and level of social interactions. These findings provide a new perspective about the mental health of persons in early‐stage dementia. Understanding coexisting with anomie and related influencing factors could facilitate the development of support interventions by mental health nursing staff, which could improve emotional safety, promote psychological well‐being, and increase quality of life for persons living with dementia. [ABSTRACT FROM AUTHOR]

Moral distress is a complex phenomenon experienced by healthcare professionals. This study examined the relationships between key dimensions of Organizational Culture in Healthcare (OCHC)—perceived psychological safety, ethical climate, patient safety—and healthcare professionals' perception of moral distress. Cross-sectional survey Pediatric and adult critical care medicine, and adult hospital medicine healthcare professionals in the United States. Physicians (n = 260), nurses (n = 256), and advanced practice providers (n = 110) participated in the study. Three dimensions of OCHC were measured using validated questionnaires: Olson's Hospital Ethical Climate Survey, Agency for Healthcare Research and Quality's Patient Safety Culture Survey, and Edmondson's Team Psychological Safety Survey. The perception of moral distress was measured using the Moral Distress Amidst a Pandemic Survey. The hypothesized relationships between various dimensions were tested with structural equation modeling (SEM). Adequate model fit was achieved in the SEM: a root-mean-square error of approximation =0.072 (90% CI 0.069 to 0.075), standardized root mean square residual = 0.056, and comparative fit index =0.926. Perceived psychological safety (β= −0.357, p <.001) and patient safety culture (β = −0.428, p<.001) were negatively related to moral distress experience. There was no significant association between ethical climate and moral distress (β = 0.106, p = 0.319). Ethical Climate, however, was highly correlated with Patient Safety Culture (factor correlation= 0.82). We used structural equation model to test a theoretical model of multi-dimensional organizational culture and healthcare climate (OCHC) and moral distress. Significant associations were found, supporting mitigating strategies to optimize psychological safety and patient safety culture to address moral distress among healthcare professionals. Future initiatives and studies should account for key dimensions of OCHC with multi-pronged targets to preserve the moral well-being of individuals, teams, and organizations. [ABSTRACT FROM AUTHOR]

A culture of inquiry has not traditionally been associated with nursing leadership. As healthcare evolves, leaders must reevaluate barriers to improving healthcare outcomes. One noted barrier has been a need for more inquisitiveness to innovate. Through an American Organization for Nursing Leadership workgroup, the authors advanced the understanding of a "culture of inquiry," applying a practice-based learning approach for knowledge development. Three recommended foundational elements are psychological safety, building connections, and using design thinking at all organizational levels. [ABSTRACT FROM AUTHOR]

This research analyzed the perceptions of interpersonal skills on established aviation safety models, Crew Resource Management (CRM), and Threat and Error Management (TEM) using feedback from industry pilots. The flight deck is a sociotechnical system where much research has focused on the technical aspect, whereas we spotlight its socio aspect. The aviation industry must invest in training pilots on interpersonal skills to enhance safety through increased efficacy of safety models integrated throughout existing training programs. A 34-question survey was disseminated across both commercial and business aviation pilots (N=822). We explored three research questions regarding pilots' perceived training on interpersonal skills and Federal Aviation Administration-recommended training content as well as the impact of psychological safety on the efficacy of CRM. Safety models lost efficacy when an individual felt a reduction in team psychological safety. Pilots experiencing reduced psychological safety within the flight deck were less likely to admit mistakes, share safety concerns, or ask for help. While regulatory authorities recommend interpersonal skills training, feedback from industry pilots revealed a perceived training gap. The results of this research demonstrate that interpersonal skills training (e.g., bias literacy, psychological safety, and interpersonal communication) is correlated with overall safety in the flight deck as it enhances the ability to activate safety voice, a necessary, albeit lacking, aspect of current industry safety models. [ABSTRACT FROM AUTHOR]

As professionals working in schools, we are often expected to function as teams to meet the unique needs of the children, youth, and families we serve. This provides us the opportunity to work with people of diverse experience, perspective, and expertise. In this context, we will encounter conflict. How we engage this challenge will ultimately determine what is possible. Conflict has the potential to be productive or destructive. Our individual and collective experience with conflict is based on the choices we make in our engagement of this shared experience. Ineffective conflict engagement practices will often compromise trust, erode social capital, and challenge psychological safety. This may result in individual and collective disengagement from the pursuit of a shared objective and be manifested in the avoidance of, and unwillingness to, engage critical complex challenges. We can individually and collectively adopt practices and develop skills for aligning our actions and speaking with what we say we believe that there is value in diversity of experience and perspective. New learning, innovation, and creativity are born in the context of conflict. Effective and intentional conflict engagement practices have the potential to build trust, build social capital, increase the possibilities for innovation and creativity, and improve the capacity to address complex challenges. We can learn to leverage conflict to better serve the needs of the children, youth, and families we serve. In this viewpoint article, we will explore the role of conflict in shared learning, innovation, and creativity in service of children with special needs. [ABSTRACT FROM AUTHOR]