Overview:
Clinical placements are crucial in midwifery education, allowing students to apply theoretical knowledge and develop practical skills. Norwegian student midwives spend half of their study in clinical settings and receive daily feedback to enhance their learning process in becoming skillful midwives. The success of these placements hinges on the psychological safety experienced by students in clinical settings.

Aims and Objectives:
The aim was to investigate student midwives' experiences of psychological safety during clinical placements.

Method:
Using qualitative data from interviews with ten midwifery students, a secondary data analysis investigates student midwives' experiences of psychological safety during clinical placements, utilizing Timothy R. Clark's framework for fostering psychological safety in educational settings. This framework identifies psychological safety as a state where individuals feel included, safe to learn, safe to contribute, and safe to challenge the status quo.

Results:
This study explored how these stages of psychological safety manifest during placements. Inclusion safety, defined by a sense of belonging and acceptance, was vital for students to move from feelings of exclusion to active engagement. Learner safety is evident when students can ask questions or admit knowledge gaps without fear of negative repercussions. Contributor safety highlights the importance of meaningful participation, where students feel their contributions are valued. Lastly, challenger safety allowed students to question norms in their practice without fear of reprimand.

Conclusion:
The study underscores the importance of clinical supervisors in fostering psychological safety by promoting dialogue and feedback that supports an inclusive culture. It offers practical insights to enhance clinical supervision and feedback practices, creating a supportive learning environment.