References: Alinier, G., Harwood, C., Harwood, P., Montague, S., Huish, E., Ruparelia, K., Antuofermo, M., Immersive clinical simulation in undergraduate health care interprofessional education: Knowledge and perceptions (2014) Clinical Simulation in Nursing, 10 (4), pp. e205-e216;
Aronson, B., Glynn, B., Squires, T., Effectiveness of a role-modeling intervention on student nurse simulation competency (2013) Clinical Simulation in Nursing, 9 (4), pp. e121-e126;
Benner, P., From novice to expert: Excellence and power in clinical nursing practice (Commemorative ed.) (2001), Prentice-Hall Upper Saddle River, NJ; Benner, P., Sutphen, M., Leonard, V., Day, L., Educating Nurses: A Call for Radical Transformation (2010), Josey-Bass San Francisco, CA; Bruce, S., Scherer, Y., Curran, C., Urshel, D., Erdley, S., Ball, L., A collaborative exercise between graduate and undergraduate nursing students using a computer-assisted simulator in a mock cardiac arrest (2009) Nursing Education Perspectives, 30 (1), pp. 22-27;
Cazzell, M., Howe, C., Using objective structured clinical evaluation for simulation evaluation: Checklist considerations for interrater reliability (2012) Clinical Simulation in Nursing, 8 (6), pp. e219-e225;
Chamberlain, J., Prebriefing in nursing simulation: A concept analysis using Rodger's methodology (2015) Clinical Simulation in Nursing, 11 (7), pp. 318-322;
Childs, J., Sepples, S., Clinical teaching by simulation: Lessons learned from a complex patient care scenario (2006) Nursing Education Perspectives, 27 (3), pp. 154-158;
Clapper, T., Beyond Knowles: What those doing simulation need to know about adult learning theory (2010) Clinical Simulation in Nursing, 6, pp. e7-e14;
Decker, S., Moore, A., Thal, W., Opton, L., Caballero, S., Beasley, M., Synergistic integration of concept mapping and cause and effect diagramming into simulated experiences (2010) Clinical Simulation in Nursing, 64 (4), pp. e153-e159;
Dieckmann, P., Phero, J.C., Issenberg, S., Kardong-Edgren, S., Ostergaard, D., Ringsted, C., The first research consensus summit of the Society for Simulation in Healthcare: Conduction and a synthesis of the results [Supplement] (2011) Journal for the Society for Simulation in Healthcare, 6 (7), pp. s1-s9;
Fey, M.K., Scrandis, D., Daniels, A., Haut, C., Learning through debriefing: Students’ perspectives (2014) Clinical Simulation in Nursing, 10 (5), pp. e249-e256;
Gantt, L.T., The effect of preparation on anxiety and performance in summative simulations (2013) Clinical Simulation in Nursing, 9 (1), pp. e25-e33;
Gore, T., Leighton, K., Sanderson, B., Wang, C., Fidelity's effect on student perceived preparedness for patient care (2014) Clinical Simulation in Nursing, 10 (6), pp. e309-e315;
Groom, J.A., Henderson, D., Sittner, B.J., National League for nursing—Jeffries simulation framework state of the science project: Simulation design characteristics (2014) Clinical Simulation in Nursing, 10 (7), pp. 337-344;
Hayden, J.K., Smiley, R.A., Alexander, M., Kardong-Edgren, S., Jeffries, P.R., The NCSBN National simulation study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education (2014) Journal of Nursing Regulation, 5 (2), pp. s1-s64;
Howard, V.M., Englert, N., Kameg, K., Perozzi, K., Integration of simulation across the undergraduate curriculum: Student and faculty perspectives (2011) Clinical Simulation in Nursing, 7 (1), pp. e1-e10;
INACSL standards of best practice: SimulationSM (2016) Clinical Simulation in Nursing, 12, pp. S5-S12;
Jeffries, P.R., A framework for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing (2005) Nursing Education Perspectives, 26 (2), pp. 96-103;
Jeffries, P.R., Simulation in nursing education: From conceptualization to evaluation (2007), National League of Nursing New York, NY; Jeffries, P.R., Simulation in nursing education: From conceptualization to evaluation (2012), 2nd ed. National League for Nursing New York, NY; Jeffries, P.R., Rizzolo, M.A., Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study (2006), http://www.nln.org/researchgrants/LaerdalReport.pdf, Retrieved from; Jeffries, P.R., Rodgers, B., Adamson, K., NLN Jeffries simulation theory: Brief narrative description (2015) Nursing education perspectives, 36 (5), pp. 292-293;
Johnson, E.A., Lasater, K., Hodson-Carlton, K., Siktberg, L., Sideras, S., Dillard, N., Geriatrics in simulation: Role modeling and clinical judgment effect (2012) Nursing Education Persectives, 33 (3), pp. 176-180;
McDermott, D.S., Seeking consensus on prebriefing: Preparing students for simulation-based learning (doctoral dissertation) (2015), Available from ProQuest Dissertations and Theses Global. (1734038151); McDermott, D.S., The prebriefing concept: A Delphi study of CHSE experts (2016) Clinical Simulation in Nursing, 12 (6), pp. 219-227;
Meakim, C.H., Fey, M.K., Chmil, J.V., Mariani, B., Alinier, G., Standards of best practice: Simulation standard IX: Simulation design (2015) Clinical Simulation in Nursing, 11 (6), pp. 309-315;
Nielsen, B., Harder, N., Causes of student anxiety during simulation: What the literature says (2013) Clinicall Simulation in Nursing, 9 (11), pp. e507-e512;
Page-Cutrara, K., Use of prebriefing in nursing simulation: A literature review (2014) Journal of Nursing Education, 53 (3), pp. 136-141;
Page-Cutrara, K., Prebriefing in nursing simulation: A concept analysis (2015) Clinical Simulation in Nursing, 11 (7), pp. 335-340;
Page-Cutrara, K., Turk, M., Impact of prebriefing on competency performance, clinical judgment and experience in simulation: An experimental study (2017) Nurse Education Today, 48, pp. 78-83;
Reese, C., Jeffries, P.R., Engum, S., Learning together: Using simulations to develop nursing and medical student collaboration (2010) Nursing Education Perspectives, 31, pp. 33-37;
Roh, Y.S., Ahn, J.W., Kim, E., Kim, J., Effects of prebriefing on psychological safety and learning outcomes (2018) Clinical Simulation in Nursing, 25, pp. 12-19;
Rudolph, J.W., Raemer, D.B., Simon, R., Establishing a safe container for learning in simulation. The role of the presimulation briefing (2014) Simulation in Healthcare, 9 (6), pp. 339-349;
Rutherford-Hemming, T., Lioce, L., Breymier, T., Guidelines and essential elements for prebriefing (2019) Simulation in Healthcare, 14 (6), pp. 409-414;
Sharpnack, P.A., Goliat, L., Rogers, K., Using standardized patients to teach leadership competencies (2013) Clinical Simulation in Nursing, 9 (3), pp. e95-e102;
Simon, R., Raemer, D.B., Rudolph, J.W., Debriefing Assessment for Simulation in Healthcare (DASH)© – Student Version, Long Form (2010), https://harvardmedsim.org/wp-content/uploads/2017/01/DASH.SV.Short.2010.Final.pdf, Center for Medical Simulation Boston, Massachusetts Retrieved from English, French, Japanese, Spanish; Turner, S., Harder, N., Psychological safe environment: A concept analysis (2018) Clinical Simulation in Nursing, 18, pp. 47-55;
Tyerman, J., Luctkar-Flude, M., Graham, L., Coffey, S., Olsen-Lynch, E., A systematic review of health care presimulation preparation and briefing effectiveness (2019) Clinical Simulation in Nursing, 27, pp. 12-25;
Waxman, K.T., The development of evidence-based clinical simulation scenarios: Guidelines for nurse educators (2010) Journal of Nursing Education, 49 (1), pp. 29-35
