Pre-readings

Pre-readings

Pre-readings for Module 2

  1. Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152-153.
  2. Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4), E610.
  3. Huffman, J. L., McNeil, G., Bismilla, Z., & Lai, A. (2016). Essentials of scenario building for simulation-based education. In: V. J. Grant & A. Cheng (Eds.), Comprehensive Healthcare Simulation: Pediatrics (pp. 19-29). Springer, Cham.
  4. INACSL Standards Committee. (2016). INACSL Standards Of Best Practice: SimulationSM Simulation Design. Clinical Simulation in Nursing, 12(S), S5-S12.
  5. INACSL Standards Committee. (2016). INACSL Standards of Best Practice: SimulationSM Outcomes and Objectives. Clinical Simulation in Nursing, 12(S), S13-S15.

Additional References (optional readings)

  1. Munroe, B., Buckley, T., Curtis, K., & Morris, R. (2016). Designing and implementing full immersion simulation as a research tool. Australasian Emergency Nursing Journal, 19, 90-105.
  2. Robertson, J. M., & Bradley, D. (2017). Simulation clinical scenario design workshop for practicing clinicians. MedEdPORTAL,13, 10645.
  3. Rosen, M. A., Salas, E., Wu, T. S., Silvestri, S., Lazzara, E. H., Lyons, R., Weaver, S. J., & King, H. B. (2008). Promoting teamwork: an event-based approach to simulation-based teamwork training for Emergency Medicine residents. Academic Medicine, 15, 1190-1198.