Skip to main content
Journal of Nursing Education, 2016;55(2):63–64
Published Online:https://doi.org/10.3928/01484834-20160114-01Cited by:2

  • Alexander M., Durham C.F., Hooper J.I., Jeffries P.R., Goldman N., Kardong-Edgren S., Tillman C. (2015). NCSBN simulation guidelines for prelicensure nursing programs. Journal of Nursing Regulation, 6(3), 39–42.10.1016/S2155-8256(15)30783-3

    CrossrefGoogle Scholar
  • Chamberlain J. (2015). Prebriefing in nursing simulation: A concept analysis using Rodger's methodology. Clinical Simulation in Nursing, 11, e318–e322.10.1016/j.ecns.2015.05.003

    CrossrefGoogle Scholar
  • Dreifuerst K. (2009). The essentials of debriefing in simulation learning: A concept analysis. Nursing Education Perspectives, 30, 109–114.

    MedlineGoogle Scholar
  • Ganley B.J., Linnard-Palmer L. (2012). Academic safety during nursing simulation: Perceptions of nursing students and faculty. Clinical Simulation in Nursing, 8, e49–e57.10.1016/j.ecns.2010.06.004

    CrossrefGoogle Scholar
  • Page-Cutrara K. (2015). Prebriefing in nursing simulation: A concept analysis. Clinical Simulation in Nursing, 11, 335–340.10.1016/j.ecns.2015.05.001

    CrossrefGoogle Scholar
  • Rodgers B., Knafl K. (Eds.). (2000). Concept development in nursing: Foundations, techniques, and applications (2nd ed.). Philadelphia, PA: Saunders.

    Google Scholar
  • Rudolph J., Raemer D., Simon R. (2014). Establishing a safe container for learning in simulation: The role of the presimulation briefing. Simulation in Healthcare, 9, 339–349.10.1097/SIH.0000000000000047

    Crossref MedlineGoogle Scholar
  • Waltz C., Strickland O., Lenz E. (2010). Measurement in nursing and health research (4th ed.). New York, NY: Springer.

    Google Scholar

We use cookies on this site to enhance your user experience. For a complete overview of all the cookies used, please see our privacy policy.

×