Alexander M. Durham C.F. Hooper J.I. Jeffries P.R. Goldman N. Kardong-Edgren S.S. Tillman C.

NCSBN simulation guidelines for prelicensure nursing programs.

Journal of Nursing Regulation. 2015; 6: 39-42https://doi.org/10.1016/s2155-8256(15)30783-3Bandura A. Freeman W.H. Lightsey R.

Self-efficacy: The exercise of control.

Springer, New York1999

Service quality, emotion recognition, emotional intelligence and Dunning Kruger syndrome.

Total Quality Management. 2019; : 1-14https://doi.org/10.1080/14783363.2019.1686971

Impact of training on use of debriefing for meaningful learning.

Clinical Simulation in Nursing. 2019; 32: 13-19https://doi.org/10.1016/j.ecns.2019.04.003Bradley C.S. Johnson B.K. Dreifuerst K.T.

Psychometric properties of the revised DML evaluation scale: A new instrument for assessing debriefers.

Clinical Simulation in Nursing. 2021; 56: 99-107https://doi.org/10.1016/j.ecns.2021.04.008Bradley C.S. Johnson B.K. Dreifuerst K.T. White P. Conde S.K. Meakim C.H. Curry-Lourenco K. Childress R.M.

Regulation of simulation use in United States prelicensure nursing programs.

Clinical Simulation in Nursing. 2019; 33: 17-25https://doi.org/10.1016/j.ecns.2019.04.004Cheng A. Grant V. Dieckmann P. Arora S. Robinson T. Eppich W.

Faculty development for simulation programs: Five issues for the future of debriefing training.

Simulation in Healthcare. 2015; 10: 217-222Cheng A. Grant V. Huffman J. Burgess G. Szyld D. Robinson T. Eppich W.

Coaching the debriefer: Peer coaching to improve debriefing quality in simulation programs.

Simulation in Healthcare. 2017; 12: 319-325Decker S. Alinier G. Crawford S.B. Gordon R.M. Jenkins D. Wilson C.

Healthcare simulation standards of best practice TM the debriefing process.

Clinical Simulation in Nursing. 2021; 58: 27-32https://doi.org/10.1016/j.ecns.2021.08.011

Socratic pedagogy: Teaching students to think like nurses.

Expert Clinician to Novice Nurse Educator: Learning from First-Hand Narratives. 2015; 24: 80-102Dinkins C.S. Cangelosi P.R.

Putting socrates back in socratic method: Theory-based debriefing in the nursing classroom.

Nursing Philosophy. 2019; 20: e12240https://doi.org/10.1111/nup.12240Doloresco F. Maerten-Rivera J. Zhao Y. Foltz-Ramos K. Fusco N.M.

Pharmacy students’ standardized self-assessment of interprofessional skills during an objective structured clinical examination.

American Journal of Pharmaceutical Education. 2019; 83: 2142-2149

The essentials of debriefing in simulation learning: A concept analysis.

Nursing Education Perspectives. 2009; 30: 109-114

Using debriefing for meaningful learning to foster development of clinical reasoning in simulation.

Journal of Nursing Education. 2012; 51: 326-333https://doi.org/10.3928/01484834-20120409-02

Getting started with debriefing for meaningful learning.

Clinical Simulation in Nursing. 2015; 11: 268-275https://doi.org/10.1016/j.ecns.2015.01.005Faul F. Erdfelder E. Buchner A. Lang A.-G.

Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses.

Behavior Research Methods. 2009; 41: 1149-1160

Debriefing practices in nursing education programs: Results from a national study.

Nursing Education Perspectives. 2015; 36: 361-366Fidell S. Tabachnick B. Mestre V. Fidell L.

Aircraft noise-induced awakenings are more reasonably predicted from relative than from absolute sound exposure levels.

The Journal of the Acoustical Society of America. 2013; 134: 3645-3653

Critical conversations: The NLN guide for teaching thinking.

Nursing Education Perspectives. 2016; 37: 248-249

Think again: The power of knowing what you don't know.

Viking: New York, 2021Hallmark B. Brown M. Peterson D.T. Fey M. Decker S. Wells-Beede E. Morse C.

Health care simulation standards of best practice TM professional development.

Clinical Simulation in Nursing. 2021; 58: 5-8https://doi.org/10.1016/j.ecns.2021.08.007Hull L. Russ S. Ahmed M. Sevdalis N. Birnbach D.J.

Quality of interdisciplinary postsimulation debriefing: 360 evaluation.

BMJ Simulation and Technology Enhanced Learning. 2017; 3: 9-16

IBM SPSS Statistics for Windows.

Version 24.0, New York2016Kolb D.A. Boyatzis R.E. Mainemelis C.

Experiential learning theory: Previous research and new directions.

Perspectives on thinking, learning, and cognitive styles. Routledge, United Kingdom2014: 227-248

Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments.

Journal of Personality and Social Psychology. 1999; 77: 1121

Do people overestimate their information literacy skills? A systematic review of empirical evidence on the dunning-kruger effect.

Comminfolit. 2016; 10https://doi.org/10.15760/comminfolit.2016.10.2.24Nuhfer E. Cogan C. Fleisher S. Gaze E. Wirth K.

Random number simulations reveal how random noise affects the measurements and graphical portrayals of self-assessed competency.

Numeracy: Advancing Education in Quantitative Literacy. 2016; 9: 1-24Peterson D.T. Watts P.I. Epps C.A. White M.L.

Simulation faculty development: A tiered approach.

Simulation in Healthcare. 2017; 12: 254-259https://doi.org/10.1097/SIH.0000000000000225

Walter, D. (2020). The power of discipline: How to use self-control and mental toughness to achieve your goals.

Wang P.Z.T. Xie W.Y. Nair S. Dave S. Shatzer J. Chahine S.

A comparison of guided video reflection versus self-regulated learning to teach knot tying to medical students: A pilot randomized controlled trial.

Journal of Surgical Education. 2020; 77: 805-816https://doi.org/10.1016/j.jsurg.2020.02.014Watts P.I. Hallmark B.F. Beroz S.

Professional development for simulation education.

Annual Review of Nursing Research. 2020; 39: 201-221

Simulation debriefing practices in traditional baccalaureate nursing programs: National survey results.

Clinical Simulation in Nursing. 2015; 11: 110-119https://doi.org/10.1016/j.ecns.2014.10.002